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CALIFORNIA  STATE  DEPARTMENT  OF  EDUCATION 


,1     •       J       CO 


BULLETIN  No.  12-A 


SPECIMEN  PROGRAMS 


OF 


Physical  Training  Activities 


FOR  USE  IN 


Small  Rural  Schools 


Pbepaeed  by 


The  State  Department  of  Physical  Education 


Submitted   hy   the 

Commissioner  of  Elementary  Schools 
of  California 


CALIFORNIA   STATE  PRINTING  OFFICE 

PBANK  J.  SMITH,  Superintendent 

SACRAMENTO,    1923 


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FOREWORD. 

The  specimen  programs  in  this  bulletin  are  intended  to  serve  as  models 
for  the  use  of  teachers  in  small  rural  schools  where  supervision  in 
physical  education  has  not  been  afforded  by  the  county  or  district.  A 
description  of  every  activity  on  the  specimen  programs  is  included  in  the 
bulletin  and  references  are  given  for  finding  additional  material.  It  is 
hoped  that  through  the  study  and  the  use  of  these  specimen  programs 
and  by  referring  to  Bulletin  31,  teachers  will  find  it  less  difficult  to  organ- 
ize programs  themselves.  Without  pre-arranged  programs  in  physical 
education  the  objectives  in  health  training  and  character  training  can 
not  be  achieved. 

Margaret  S.  McNaught, 
Commissioner  of  Elementary  Schools. 

Herbert  R.  Stolz,  M.D., 
State  Supervisor  of  Physical  Education. 


539G35 


CONTENTS. 


I.  THE  INSTRUCTION  PERIOD:  Page 

(a)  Specimen  Programs  of  Out-of-doors  AcTrnxiES  for  Eight  Weeks 

During  the  Fall  and  Eight  Weeks  During  the  Spring 7 

(b)  Twenty  Specimen  Programs  for  Rainy  Days 9 

(c)  Suggestions  Regarding  Additional  Material 10 

II.  THE  RELIEF  PERIOD  : 

(a)  Eight   Specimen  Outdoor  Programs 10 

(b)  Eight  Specimen  Indoor  Programs 11 

(c)  Suggestions  Regarding  Additional  Material 11 

III.  THE  SUPERVISED  PLAY  PERIOD: 

(a)  General   Stateaient  12 

(b)  Suggested  Activities 12 

IV.  DETAILED    DESCRIPTION    OF    ACTIVITIES    SHOWN    ON    SPECI- 

MEN PROGRAMS : 

Posture    13 

Posture  Tests 13 

Management  and  Leadership : 

Instructions  to  teachers 16 

Gjinnastic   Positions    23 

Two  Specimen  Formal  Drills  for  the  Instruction  Period 24 

Additional   Formal   Exercises 26 

Hunting   Games   35 

Rythmical  Games   48 

Individual  Self-testing  Activities 65 

Decathlon  events 65. 

Stunts    68 

Team  Games 72 

V.  INDEX    OF    ACTIVIT7ES 87 


2 — 24136 


—  7 


I.     The  Instruction  Period. 
(a)     Specimen  program  for  eight  weeks  of  the  FALL  term. 
Place:    Outdoors. 
Time  required:    Twenty  minutes  daily. 

(Note  A. — The  small  figures  in  parenthesis  refer  to  corresponding  figures  in  the  detailed  descriptions  of  activities, 
pages  13  to  85  of  this  bulletin.) 

(Note  B. — For  list  of  activities  especially  valuable  for  the  smaller  cnildren,  see  III  (b)  on  page  12). 


MONDAY 

TUESDAY 

WEDNESDAY 

THURSDAY 

FRIDAY 

Posture  Instruction 

Darebase  (") 

How    Do    You    Do 

Practice  in  elements 

Decathlon  events: 

1st 

(I)  3  min. 

My  Partner  (■•'S) 

of  baseball  («')  or 

Sit  up  («) 

week 

Stunts  17  min. 
Wand  and  toe  wres- 
tle (™) 
Forward  roll  (^) 

long  ball  (66)  or 
End  ball  (6J) 

Potato  race  (''6 

PostureInst.(i)3  min. 

Duck  on  the  rockC*) 

How   Do   You    Do 

Practice  in  elements 

Pusn  up  («) 

2d 

Stunts  17  min. 

My  Partner  (36)  5 

of  volley  ball  (6S) 

Jump  and  reach  (") 

week 

Dog  collar  (»=) 
Cart  wheel  (si) 
Forward  roll  («) 

mm. 

Carrousel  (33) 
15  min. 

20  min. 

Potato  race  (<6) 

Posture  Inst,   (i)   3 

Darebase('3)  10  min. 

How    Do   Y'cu    Do 

Practice  in  elements 

Sit  up  («) 

3d 

mm. 

Duck  on  the  rcckC') 

My  Partner(36)  10 

of  baseball  '61;  or 

Push  up  m 

week 

Stunts  17  min 
Jack  kiiife  (^6) 
Knee  dip  (") 

10  min. 

niin. 
Carrousel  (33) 
10  min. 

long  ball  (6") 

Jump  and  reach  («) 

Posture  Inst.   (>)   3 

Dodge    baU  (")    10 

Bleking  (32) 

Practice  in  elements 

Push  up  m 

4th 

min. 

min. 

of  volley  ball  (6S) 

Jump  and  reach  (■") 

week 

Stunts  17  min. 

Oyster  shell  (22)   10 

or  End  ball  (6*) 

Sit  up  (") 

Test:    Wand   and 

min. 

Potato  race  (■") 

toe  wrestle  (^) 

Dog  collar  (^2) 

Cart  wheel  (*') 

Jack  knife  {'-^) 

Forward  roll  (") 

Knee  dip  (") 

Posture  Inst.   W   3 

Pig-in-a-hole  {'-')   15 

Bleking  (32)  5  min. 

Practice  in  elements 

Sit  up  (49) 

5th 

nun. 

nun. 

Did  You  Ever  See 

of  baseball  («')  or 

Pusn  up  (4B) 

week 

Marching  10  min. 

Oyster  shell  C")  5 

a    Lassie  (35)    15 

long  baU  (66) 

Potato  race  (■") 

Duck   on   the   rock 

min. 

min. 

(i»)  7  min. 

Sitting  and  standing 

Dodge  ball  (») 

Bleking  ('2) 

Practice  in  elements 

Push  up  m 

6th 

Prstire  test  (')  15 

Pig-in-a-hoIe   (^3) 

Did  You  Ever  See 

of  voUey  ball  (6"*) 

Jump  and  rcach(45) 

week 

mm. 

10  min.  each 

a    Lassie    (3^) 

20  min.    or 

Potato  race  («) 

Darebase  C^)  5  min. 

10  min.  each 

End  baU  (64) 

Marching  Posture 

Choice  of: 

How    Do    Y'ou    Do 

Match  game  of  base- 

Test: 

7th 

test  (')  15  min. 

Darebase  (") 

My  Partner  (36) 

ball  (61)    or    long 

Sit  up  m 

week 

Pig-m-a-hole  {^)  5 

Duck  on  rock('5) 

Carrousel   (33) 

ball  (66) 

Potato  race  (46) 

min. 

Dodge  ball  (") 

10  min.  each 

or  Stunts 

Oyster  shell  (22) 
Pig-in-a-hole  (=3) 

Exercising     Posture 

Choice  of: 

Bleking  (32) 

Match  game  of  vol- 

Test: 

8th 

test  (1)  15  min. 

Darebase  m 

Did  You  Ever  See 

ley  ball  (6«) 

Push  up  (4») 

week 

Dodge  ball  (»)  5 

Duck  on  the  rock 

a    Lassie    (35) 

or  End  ball  (") 

Jump  and  reach 

min. 

(.5) 

10  min.  each 

(45) 

or  Stunts 

Dodge  ball  (») 
Oyster  shell  ('-=) 
Pig-in-a-hole  {^) 

(a)     Specimen  program  for  eight  weeks  of  the  SPRING  term. 
Place :     Outdoors, 
Time  required:     Twenty  minutes  daily. 

(Note  A. — The  small  f  gurcs  in  parenthesis  refer  to  corresponding  figures  in  the  detailed  descriptions  of  actixities, 
pages  13  to  85  of  this  bulletin.) 


MONDAY 

TUESDAY 

WEDNESDAY 

THURSDAY 

FRIDAY 

1st 
week 

Posture  Inst.   (')  3 

min. 
Stunts  17  min. 
Indian  wrestle  {'•<') 
Cart  wheel  ('0 

Ball  stand  (^ 

Jolly  Miller  i^-) 

Practice  in  elements 
of  kick  ball(«)  or 
basket  ball  («2) 
or  nine  court 
basket  ball  (") 

Decathlon  events: 
Pull  up(") 
Dash  (") 
Sit  up  f«) 
Basket  ball  pass  for 
accuracy  (") 

2d 
week 

PostureInst.(')3  min. 
Stunts  17  min. 
Dog  jump  (S3) 
Forward  roll  {^) 
Pick  me  up  ^ 

Stealing  sticks  (2?) 

Jolly    MiUer  (")    8 

min. 
Danish     Dance     of 

Greeting    (3<)     12 

min. 

Practice  in  elements 
of  bat  ball  (S 

Soccer  kick  for  dis- 
tance (*') 

Baseball  throw  for 
strike  («) 

3d 
week 

Posturelnst.(')3  min. 
Stunts  17  min. 
Knee  dip  (") 
.lack  knife  (^) 
Pick  me  up  (^s) 

Ball  stand  (5) 
Stealing  sticks  (") 
10  min.  each 

Jolly  Miller  ('') 
Danish     Dance     of 

Greeting     (s^) 

10  min.  each 

Practice  in  elements 
of  kick  ball  M 

Pull  up  (") 
Dash  (^^) 
Push  up  (") 
Basket  ball  pass  for 
accuracy  (") 

4th 
week 

Test  in  stunts: 
Indian  wrestle  (^s) 
Dog  jump  (^) 
Knee  dip  (") 

Prisoner's  base  (^) 

Nixie  Polka  (s') 

Practice  in  elements 
of  bat  ball  i^^) 
or  nine  court 
basket  baU  (6?) 

Soccer  kick  for  dis- 
tance (50) 

Baseball  throw  for 
strike  («) 

5th 
week 

Posture  Inst.   (>)   3 

min. 
Marching  (-)  10  min. 
Prisoner's  base(2-')  7 

min. 

Three  deep  (») 

Nixie   Polka  (^s)    8 

min. 
Bean  Porridge  Hot 

(31)  12  min. 

Practice  in  elements 
of  kick  ball  (6^) 

Pull  up  (") 
Dash  («) 

Jump  and  rcach(<'*) 
Basket  ball  pass  for 
accuracy  (-"i 

6th 
week 

Sitting  and  standing 
Posture  test  (')  15 
min. 

Three  deep(  ™)  5  min. 

Prisoner's  base  (-■>) 

Three    deep    (so) 

10  min.  each 

Nixie  Polka  (=«) 
Bean  Porridge  Hot 

(3.) 

10  min.  each 

Practice  in  elements 
of  bat  ball  («) 

Soccer  kick  for  dis- 
tance (»o) 

Baseball  throw  for 
strike  («) 

7th 
week 

Marching    Posture 
test  (')  15  min. 

Stealing  sticks  (")  5 
min.  or  test  in 
Stunts:  Pick  up 
(M)Pickmeup(58) 

Choice  of: 
Ball  stand  (s) 
Stealing  sticks  (2?) 
Oyster  shell  (=2) 
Prisoner's  base(2'') 
Three  deep  m 

Jelly  Miller  (") 
Danish     Dance     of 

Greeting     (3i) 

10  min.  each 

Match  game: 
Kick  baU  W 

or 
Basket  baU  (62) 

Test  in: 
Pull  up  (") 
D;i-h  (»1 
Basket  ball  pass 
for  accuracy('3) 

8th 
week 

Exercising     Posture 
test  (')  15  min. 

Stealing  sticks  (-'■)  5 
min. 

Choice  of: 
Ball  stand  {') 
Stealing  sticks  (2') 
Oyster  shell  (22) 
Prisoner's  base(2<) 
Three  deep  C") 

Nixie  Polka  (") 
Bean  Porridge  Hot 

(31) 

10  min.  each 

Match  game: 
Bat  ball  M  or 
nine  court  basket 
baU  («) 

Test  in: 
Soccer    kick    for 

distance  C") 
Basel)ali  throw  for 
strike  («) 

—  9  — 


(b)     Twenty  specimen  rainy  day  programs.     Place:     Indoors. 
Time  required:     Twenty  minutes  daily. 

(NoTK  A. — The  small  figures  in  parenthesis  refer  to  corresponding  figures  in  the  detailed  descriptions  of  activities 
pages  13  to  85  of  this  bulletin. ) 


Posture  inst.  (')  2  min. 

A. 

Decathlon  events:  15 

Circle  seat  relay  (") 

Volley  ball  (««)  or 

How   Do  You   Do 

Stunts  13  mill. 

ram. 

10  min. 

End  ball  m 

My  Partner  (3«) 

Knee  dip  {■") 

1.  Push  up  («) 

Jumping    relay    race 

Cartwheel  ('■M 

2.  Pull  up  (") 

(2")  10  min. 

Oyster  shell  (22)  5  min. 

B. 

3.  Sit  up  (") 
Crossing  the  Brook (12)  5 
min. 

Posture  inst.  (i)  2  min. 

A. 

Decathlon  events:  15 

Hand  over  head  bean- 

School  room  dodge 

Bleking  (^2) 

Formal  drill  (2)  8  min. 

mm. 

bag  (IS)  10  min. 

ball  (25)  15  min. 

Catch    the   cane    (*)    5 

1.  Start  of  the  dash  (") 

Bird  catcher  {')  10 

Volley    ball    («')  5 

nun. 

2.  Jump  and  reach  i*^) 

nun. 

rain,  or  End  ball 

Circle  seat   relay  (")   5 

3.  Baseball   throw   for 

(") 

nun. 

B. 

strike  (*~) 
Jumping  relay  race  (2")  5 
min. 

Posture  inst.  (')  2  min. 

A. 

Decathlon  events:     15 

Ball  puss  (^j  10  min. 

Ballcon  ball  (3)  15 

Seven  jumps  («) 

Stunts  13  min. 

min. 

Hand  over  head  bean- 

imn. 

Dog  jump  (■>') 

1.  Potato  race  (■"') 

bag  (")  5  min. 

School  room  dodge 

Wand  and  toe  wrestlc(«<') 

2.  Basketball  pass  for 

Circle  seat  relay  (") 

ball  (25)  5  min. 

I  Say  Stoop  ( '')  5  min. 

B. 

accuracy  (•'s) 

3.  Sit  up  (») 

4.  Push  up  (•'s) 
Crossing  the  Brook  (12)  5 

min. 

Posture  mst.  (')  2  min. 

A. 

Decathlon    events;    see 

Choice  of: 

Balloon  ball  (3) 

Review: 

Formal  drill  C-)  8  min. 

those  listed  above  10 

Circle  seat  relay("; 

School  room  dodge 

Seven  jumps  (•") 

Thf  farmer  is  coming('8) 

nun. 

Ball  puss  (*) 

ball  (25) 

Bleking  (^2) 

10  min. 

Crossing  the  Brook  {") 

Bird  catcher  (') 

10  min.  each 

How  Do  You  Do 

Jumping  relay  race  (^)  5 

Jumping  relay  (™) 

My  Partner(36) 

mm.  each 

—  10  — 

(c)     Suggestions  regarding  additional  material: 

Lists  of  activities  suitable  for  use  in  small  rural  schools  will  he  found 
in  California  State  Board  of  Education  Bulletin  No.  31.  Other  self- 
testing  activities  are  described  on  the  Decathlon  Charts  for  Elementary- 
School  Boys  and  Elementary  School  Girls.  In  planning  a  program  the 
teacher  should  select  activities  of  the  various  types,  such  as  hunting 
games,  rhythmical  activities,  self-testing  activities,  team  games,  so  as 
to  give  a  well-balanced  development.  Activities  which  are  new  to  the 
children  should  be  carefully  explained  by  the  teacher  and  frequently 
practiced  by  the  pupils  until  a  satisfying  skill  is  acquired.  The  import 
tance  of  maling  out  programs  in  advance  cannot  be  overemphasized. 

For  list  of  activities  for  boys  and  girls  Incapacitated  for  the  regular 
vigorous  program  see: 

California    State   Board    of   Education,  Bulletin  No.  31,  page  9. 
For  the  description  of  additional  material  which  may  be  used  during 
the  Instructional  Period,  see: 

Cahfornia  State  Board  of  Education  Bulletin  No.  31. 
State  Manual  of  Phy^sical  Education,  pages  141-168  or  151-177;    69- 
77  or  75-83;  49-68  or  55-74. 

Notes: 

(1)  The  Zephyr  play  ball  in  two  sizes  for  indoor  use  may  be  purchased  from  Raud 
Bros.,  341  Thirteenth  Street,  Oakland,  or  from  the  Gregory  Rubber  Company,  Akron, 
Oliio;  price  50  cents  or  75  cents  each.  Rates  will  be  given  for  balls  ordered  in  quan- 
tities. 

(2)  For  indoor  use,  inflate  a  voUej''  or  basket  ball  bladder  and  cover  with  the 
knitted  end  of  a  stocking  or  other  material  to  prevent  it  being  punctured  by  the 
finger  nails.    Slip  the  stem  of  the  ball  inside  of  the  covering. 

(3)  When  the  regulation  volley  or  basket  balls  are  not  at  hand,  substitute  balls 
can  be  made  by  filling  a  bag  with  cotton,  knotting  or  tj'ing  up  a  large  piece  of  cloth 
or  by  stuffing  old  leather  casings.  Some  teachers  have  made  their  own  covers  or 
casings  by  using  carpet  or  canvas.  Stuff  the  casings  with  excelsior.  Red  Cross  snip- 
pings,  newspapers  or  cotton.  These  balls  can  be  used  very  successfully  for  the  fol- 
lowing games:  Relays,  Takeawaj^,  Center  Catch  (touch)  ball  (9),  and  team  games  such 
as  Net  ball  (see  Volley  ball  (68)^  Note  1),  End  ball  (64),  Captain  ball,  Bombardment, 
Battle  ball.  Drive  ball,  Ciu-tain  ball  and  War.  For  rules,  see  Bancroft — "  Games 
for  the  Plyground,  Home,  School  and  Gymnasium." 

(4)  The  definite  boundary  lines  required  in  the  playing  of  games  should  be  clearly 
marked.  Character  discipline  in  learning  obedience  to  law  through  obeying  the  rules 
of  the  game  can  not  be  successfully  taught  without  these  lines. 

(5)  Regulation  court  sizes  and  play  areas  should  be  reduced  in  most  cases  when 
the  number  of  players  is  smaller  than  that  stipulated  in  the  rules. 

II.     The  Relief  Period. 

Three  relief  periods,  each  of  two  minutes  duration,  are  required  daily. 

(a)     Eight  specimen  OUTDOOR  programs: 

1.  Run  to  the  fence  and  back,  or  aroimd  the  schoolhouse,  one  or 
more  times.     Deep  breathing. 

2.  Hop  to  the  fence  on  the  right  foot;  hop  back  on  the  left  foot. 
Deep  breathing. 


—  11  — 

3.  Dramatize  elements  of  baseball.  Jump  as  high  as  possible  with 
hands  in  position  for  catching  a  ball  over  the  head.  Look  up 
while  jumping.  Land  lightly  on  toes  with  knees  slightly  bent. 
Repeat  at  least  six  times.    Deep  breathing. 

4.  Dramatize  chopping  wood.  Jump  to  stride  position;  clasp 
hands  at  right  shoulder  as  in  grasping  an  axe;  strike  downwards 
to  the  outer  side  of  right  ankle,  using  both  trunk  and  arms  vig- 
orously; repeat  eight  times  to  the  right;  eight  times  to  the  left. 
Deep  breathing. 

5.  Play  Carrousel  (33)  through  twice.    Deep  breathing. 

6.  Play  Dodgeball  (14).     Deep  breathing. 

7.  Dramatize  elements  of  baseball;  wind  up  and  pitch  imaginary 
ball  five  times  with  right  arm,  five  times  with  left  arm.    Follow 
the  leader  around  the  bases  of  the  diamond  at  full  speed.   Dee 
breathing. 

8.  Play  Bean  Porridge  Hot  (31)  three  times.    Deep  breathing. 

(b)  Eight  specimen  INDOOR  programs: 

1.  Skip  or  run  up  and  down  the  aisles  and  around  the  room.  Deep 
breathing. 

2.  Spring  jump  and  arm  flinging  sideward  (2)  20  times.  Deep 
breathing. 

3.  Dramatize  prancing  of  horses.     Deep  breathing. 

4.  Dramatize  elements  of  basketball;  jump  for  ball  at  center,  shoot 
for  goal  with  imaginary  ball  starting  from  floor  position,  chest 
position,  and  overhead  position.  Repeat  vigorously  several 
times.     Deep  breathing. 

5.  Play  Danish  Dance  of  Greeting  (34).  Repeat  three  times. 
Deep  breathing. 

6.  Dramatize  elements  of  baseball;  catch  ball  over  head  and  tag 
the  runner  sliding  between  your  feet.  Repeat  eight  times.  Run 
bases  (in  place).     Deep  breathing. 

7.  Play  Bleking  (32).     Repeat  three  times. 
Deep  breathing. 

8.  Indoor  adaptation  of  .Volley  ball  (68).     Deep  breathing. 

(c)  Suggestions  regarding  additional  material: 

Since  the  purpose  of  the  relief  period  is  to  refresh  the  pupils  by  change 
of  position,  by  stimulating  the  action  of  the  heart  and  lungs  and  by 
joyous  mental  relaxation,  the  teachers  should  choose  for  this  occasion 
only  such  activities  as  give  vigorous  exercise  and  emotional  satisfaction. 
Postural  instruction  would  be  out  of  place  and  the  period  should  not 
be  used  for  learning  any  new  activities  which  must  be  practiced  before 
they  can  be  really  enjoyed.  The  teacher  should  select  simple  activities 
or  dramatize  elements  of  games  with  which  the  children  are  already 
familiar.  No  relief  period  program  can  he  considered  successful  which 
does  not  cause  increased  respiration  and  spontaneous  laughter. 


—  12  — 

III.     The  Supervised  Play  Period. 

(a)  General  statement.  The  supervised  play  period  consists  of  time 
before  school,  after  school,  during  the  noon  recess  and  during  the  shorter 
recesses.  What  goes  on  about  the  schoolhouse  during  these  times  shows 
very  clearly  whether  or  not  the  teacher  is  taking  pains  with  the  organiza- 
tion of  the  physical  training  activities  during  the  instruction  period. 

While  there  should  be  no  attempt  to  use  those  supervised  play  periods 
in  place  of  the  required  instruction  periods,  experience  has  shown  that 
children  prefer  to  have  their  recesses  sufficiently  organized  to  insure 
general  participation  in  the  games  and  stunts. 

The  supervised  play  period  affords  opportunity  for  practicing  the 
decathlon  events  and  other  stunts  learned  during  the  instruction  period. 
In  many  schools  squads  are  definitely  assigned  the  use  of  certain  appa- 
ratus and  equipment  during  the  supervised  play  period  for  a  week  at  a 
time.  The  squad  leader  is  held  responsible  for  the  care  of  the  equipment 
and  the  proper  conduct  of  the  activity. 

For  the  children  of  the  first  four  grades  the  personal  leadership  of  the 
teacher  or  of  one  of  the  older  girls  is  essential  in  the  organization  of 
simple  hunting  games,  folk  games,  and  stunts. 

(6)  Suggested  activities:  For  the  children  above  the  third  grade  no 
special  list  of  activities  for  the  supervised  play  period  is  needed.  Many 
of  the  activities  taught  and  practiced  during  the  instruction  period  will 
carry  over  into  the  play  at  recess  under  the  guidance  of  the  older  boys 
and  girls. 

For  the  smaller  children  the  following  list  of  activities  is  suggested 
and  will  be  found  useful,  not  only  for  the  supervised  play  period,  but  also 
for  the  instruction  period  when  the  activities  listed  on  the  specimen  pro- 
grams are  suitable  only  for  the  older  boys  and  girls.  In  that  case  the 
younger  children  may  be  placed  in  the  charge  of  one  of  the  older  girls 
who  can  conduct  the  simple  activities  listed  below: 

Hunting  Games: 

Ball  stand  (5) 

Bean  Bag  Circle  Toss  (6) 

Bird  Catcher  (7) 

Center  Catch  (touch)  Ball  (9) 

Chicken  Market  (10) 

Crossing  the  Brook  (12) 

Flowers  and  the  Wind  (17) 

I  Say  "Stoop"  (19) 

Midnight  (21) 

Shadow  Tag  (26) 

Step  (28) 
Rhythmical: 

Bean  Porridge  Hot  (31) 

Carrousel  (33) 

Danish  Dance  of  Greeting  (34) 

Did  You  Ever  See  a  Lassie?  (35) 

Oats,  Peas,  Beans  (40) 

How  Do  You  Do  My  Partner?  (36) 

Looby  Loo  (38) 


—  13  — 

IV.     Detailed  Description  of  Activities  Shown  on 
Specimen  Programs. 

POSTURE. 

Postural  instruction  to  train  the  child  to  develop  the  muscular  sense 
to  feel  and  maintain  good  posture,  should  be  given  one  day  a  week  for 
part  of  the  twenty  minutes  instructional  period.  At  least  once  every 
eight  weeks  the  individual  child  should  be  tested  and  scored  on  his  or  her 
ability  to  pass  the  Triple  Test  for  Tosture.  Insist  on  good  posture  in 
and  out  of  the  class  room. 

Aids  for  gaining  and  maintaining  good  posture  should  be  used 
throughout  each  school  day.  The  lighting  of  the  room,  the  height 
and  distance  between  the  school  desk  and  seat  and  the  fact  that  a 
child's  legs  dangle  in  the  air  or  rest  comfortably  on  the  floor  are  some 
of  the  very  vital  factors  in  helping  to  promote  or  destroy  good  posture. 

The  poor  posture  of  a  child  is  often  one  of  several  sign  posts,  signify- 
ing that  the  child  is  undernourished  and  muscularly  flabby.  The  mid- 
morning  meal  or  a  hot  dish  served  at  luncheon,  together  with  vigorous 
play  will  often  better  the  posture  of  the  child  provided  he  has  been  taught 
how  to  take  and  maintain  a  good  sitting  and  a  good  standing  position. 
See:  State   Manual   of   Physical   Education,   pp.    177-181    or    185-190. 

(There  have  been  two  editions  of  the  State  Manual  of  Physi- 
cal Education,  with  a  slight  difference  in  the  paging  of  the 
material.) 

Supplement  to  State  Manual,  pp.  83-89. 
Bancroft :  The  Posture  of  School  Children. 

(1)  Posture  Tests.* 

The  vertical  line  test.  In  good  posture  the  long  axis  of  the  trunk 
is  a  vertical  line  and  the  long  axis  of  the  neck  and  head  taken  together  is 
also  a  vertical  line.  An  imaginary  line  dropped  from  the  front  of  the 
ear  to  the  forward  part  of  the  foot  will  parallel  the  long  axis  of  these 
segments  of  the  body.  In  poor  posture  these  axes  do  not  form  one  con- 
tinuous vertical  line  but  are  broken  into  several  zigzag  lines. 

Sitting  posture.  "There  are  three  correct  modes  of  sitting,  two  active  and  the 
other  resting.  In  the  active  positions  the  trunk  is  perfectly  erect,  or  inclined 
forward;  in  the  resting  position  it  is  reclined  backward.  Many  people  make  the 
mistake  of  including  in  the  act  of  sitting  a  relaxation  or  collapsing  of  the  body 
forward,  with  a  crease  at  the  waist.  The  interference  which  such  an  attitude 
makes  with  the  position  and  work  of  heart,  lungs,  and  digestive  organs  is  anything 
but  restful. 


*jPuoted   from  Syllabus   for  Physical  Training   in   the   Elementary   and   Secondary   Schools  of 
the  State  of  New  York,  which  quotes  "The  Posture  of  School  Children,"  by  Jessie  H.  Bancroft. 

3 — 24136 


—  14  — 

"A  fundamental  direction  for  correct  sitting  is  to  push  back  in  the  chair  as  far 
as  possible  before  leaning  backward.  Sliding  down  in  the  seat  tilts  the  pelvis 
into  its  most  harmful  position,  and  should  never  be  allowed. 

"All  leaning  forward  in  a  sitting  position,  as  in  formal  conversation  or  at  tiie 
dining  table,  should  be  from  the  hips,  not  from  the  waist. 

"When  one  wishes  to  rest  the  muscles  that  hold  the  trunk  erect  in  the  sitting 
position,  the  entire  trunk  should  be  reclined  backward  against  the  back  of  the 
chair  or  other  support.  This  accomplishes  the  object  without  any  interference 
with  the  broad,  open  chest  if  the  chair  back  be  of  the  right  shape.  This  reclining 
should  be  done  without  sliding  downward  and  forward  in  the  seat." 

The  Triple  Test  for  Posture. 

1.  Standing  test.  Inspect  your  class  in  profile  and  judge  the  posture 
of  each  child  rapidly.  Form  two  groups,  group  i  made  up  of  those  that 
have  good  posture  and  group  2  made  up  of  those  that  have  not. 

2.  Marching  test.  Apply  this  test  to  the  pupils  in  group  i  above. 
Have  them  drill  on  marching  tactics  for  a  few  minutes.  "It  will  be 
found  that  as  the  march  proceeds  old  muscle  habits  will  reassert  them- 
selves and  many  pupils  who  could  hold  a  correct  position  for  a  few 
minutes  of  quiet  standing  will  fall  into  habitually  faulty  attitudes  as  they 
march."  (Bancroft)  Pupils  showing  these  faults  should  be  taken  from 
the  line. 

3.  Exercise  test.  Apply  this  test  to  the  pupils  that  pass  both  the 
standing  and  the  marching  tests.  Observe  these  pupils  for  a  few 
minutes  while  they  are  going  through  the  setting-up  drill  and  using  the 
arms  in  upward  positions.  As  the  muscles  of  the  neck,  shoulders  and 
back  weaken,  faulty  postures  will  appear.  As  such. faults  of  execution 
appear,  the  pupils  exhibiting  them  should  be  dropped  from  the  line. 

The  pupils  passing  all  three  tests  should  be  classed  in  group  i ;  those 
that  do  not,  should  be  recorded  in  group  2. 

"The  triple  test  standardizes  posture  so  that  it  is  possible  to  rate  a  pupil  on 
this  subject.  Every  pupil  who  successfully  passes  the  triple  test  for  division  1 
may  be  considered  as  passing  on  this  subject,  and  therefore  entitled  to  at  least  a 
passing  mark.  As  before  stated,  the  posture  of  some  of  these  pupils  may  fluctuate 
slightly  at  times,  but  will  be  good  in  the  main.  There  will  be  others  in  division  1 
who  have  habitually  good  posture,  no  matter  how  they  may  be  occupied.  The 
class  teacher  is  the  only  one  who  can  judge  of  this  habitual  posture.  These  pupils 
should  have  the  highest  rating  for  the  subject  (A).  Some  teachers  have  preferred 
to  have  two  sections  in  division  1,  one  for  A  and  one  for  B  pupils,  and  this  is 
unquestionably  an  advantage.  Each  child  should  keep  his  individual  rating  on 
this  subject,  and  the  teacher  should  have  the  names  of  the  class  listed  with  the 
posture   rating  opposite   each. 

"Habitual  sitting  positions  arc,  of  course,  of  much  importance  in  any  rating  of 
pupils  for  posture.  These  should  be  considered  in  giving  a  pupil  the  rating  of  A. 
Any  pupil  who  can  pass  the  triple  test  for  standing  posture  could  pass  any  test 
for  sitting,  short  of  habitual  positions.  Therefore,  it  is  the  A  rating  that  should 
include  these. 


—  15  — 

"Class  percentages.  The  triple  test  not  only  standardizes  posture  for  the  indi- 
vidual, but  furnishes  a  basis  for  standardizing  the  class  as  a  whole,  and  this 
form  is  a  distinct  and  very  important  element  in  these  efficiency  methods.  This 
class  standardization  is  arrived  at  by  figuring  the  percentage  of  pupils  in  division  1, 
dividing  the  number  who  pass  the  test  by  the  total  attendance  (not  register)  at 
the  time  the  test  is  made.  For  instance,  with  forty  pupils  present  in  a  class,  and 
but  ten  passing  the  triple  test,  the  class  percentage  on  posture  is  but  25  per  cent. 
This  does  not  mean  that  each  pupil  of  those  passing  is  rated  at  25  per  cent,  but 
that  25  per  cent  of  the  pupils  passed  the  test.  It  is  the  class  record  on  the  subject. 
Neither  pupils,  teacher  nor  principal  will  rest  content  with  so  low  a  figure  for  this 
or  any  other  subject,  and  unquestionably  an  enormous  amount  of  the  zeal  and 
satisfaction  which  these  efficiency  methods  have  aroused,  has  come  from  this 
means  of  estimating  class  record  and  progress.  It  is  a  great  satisfaction  to  a 
teacher  to  have  a  concrete  means  of  estimating  the  results  of  her  work,  and  there 
is  a  strong  element  of  justice  involved  in  such  a  method. 

"Class  record.  The  class  percentage  should  be  figured  each  month  when  the 
triple  test  is  made,  and  a  systematic  record  kept  in  each  class,  both  on  the  black- 
board and  in  some  permanent  form  in  some  record  book.  This  book  may  well 
be  devoted  exclusively  to  the  posture  record,  or  part  of  some  other  permanent 
record  book  may  be  used.  A  separate  book  is  preferable,  as  it  gives  room  for  the 
names  of  pupils  with  their  individual  ratings  (A,  B  or  C)  in  addition  to  the  class 
schedule.  .When  placed  on  the  blackboard,  this  record  rouses  the  pride  and 
interest  of  the  class  so  that  they  work  to  raise  the  percentage  from  month  to 
month.  Another  form  is  a  bulletin  on  which  appears,  in  addition  to  the  monthly 
percentages,  the  names  of  pupils  in  division  1,  who  are  classified  as  A  or  B.  The 
class  should  always  knozv  its  percentage,  and  whether  it  is  gaining  or  losing,  or 
marking  time  from  month  to  month.  To  omit  this  is  to  fail  of  using  one  of  the 
most  potent  psychological  elements  in  tlie  situation — the  one  that,  coupled  with 
personal  desire  for  promotion  from  division  2  to  division  1,  relieves  the  teacher 
of  the  necessity  for  continual  nagging  about  posture,  and  substitutes  therefor  a 
motive  in  the  child  himself. 

"It  is  not  at  all  unusual  when  these  methods  are  first  introduced  to  find  classes 
that  are  naught  on  the  first  test ;  that  is,  classes  in  which  not  a  single  child  is  able 
to  pass  the  test.  The  teacher  should  never  hesitate  to  put  down  these  figures,  nor 
should  she  ever  strain  a  point  to  promote  a  child  to  division  1  before  he  has 
actually  achieved  the  posture  that  entitles  him  to  be  there.  In  other  words,  it  is 
not  figures,  but  the  facts  they  represent,  that  are  essential,  and  it  is  unjust  to  a 
child  to  lead  him  to  think  he  has  reached  a  passing  mark  on  this  subject  when  he 
still  needs  the  extra  effort  and  attention  for  posture  that  comes  from  being  in 
division  2.  Some  teachers  find  it  hard  not  to  reward  prolonged  effort  and  marked 
improvement  by  promotion  to  division  1  before  the  child  has  enough  endurance 
in  a  correct  position  to  go  through  the  test.  Other  means  for  encouragement  for 
such  children  may  be  found  than  allowing  them  to  think  they  have  arrived  at  the 
desired  standard. 

"A  systematic  record  of  her  class  percentages  may  serve  the  further  purpose 
of  helping  a  teacher  to  find  the  faults  in  her  own  judgment  or  teaching  on  this 
subject.  For  instance,  if  the  percentage  be  very  high,  a  teacher  should  make  sure 
that  her  standard  is  not  too  lenient.  On  the  other  hand,  if  the  percentage  shows 
scarcely  any  advances  from  month  to  month,  the  teacher  may  at  once  conclude 
that  she  is  not  doing  what  she  should  to  develop  the  posture  of  the  pupils  in 
division  2;  that  she  is  failing  in  some  way  to  get  the  corrective  values  from  her 
gymnastic  lesson,  or  otherwise  missing  the  point  necessary  for  improvement. 


-   16  — 

"Reasonable  standards.  Just  wliat  is  a  reasonable  class  percentage  on  posture? 
Experience  has  shown  that  in  one  year's  use  of  these  efficiency  methods  85  per  cent 
is  an  average  figure,  the  largest  number  of  classes  ranging  from  80  to  89  per  cent, 
and  a  considerable  number  reaching  100  per  cent,  and  this,  although  it  is  not  at 
all  unusual  for  many  classes  to  start  at  zero.  The  effect  of  the  work  is  cumulative, 
and  each  term  sees  an  advance  on  the  ratings  of  the  previous  term,  as  the  develop- 
ment of  the  children  progresses  from  grade  to  grade. 

"The  triple  test,  *  *  *  is  merely  preliminary  to  the  teacher's  real  work  for 
posture — the  corrective  teaching  through  which  alone  those  pupils  deficient  in 
posture  may  receive  the  development  they  need.  This  development  lies  in  two 
distinct  lines:  (1)  training  the  muscular  sense  whereby  the  child  knows  whether 
or  not  he  is  in  the  correct  position  and  is  able  voluntarily  to  assume  it; 
(2)  strengthening  by  exercise  those  muscles  in  which  vi^eakness  allows  lapsing  into 
poor  posture.  Nothing  can  be  done  for  posture  until  the  child  knows  how  it 
feels  to  stand  correctly. 

Elevation  cues  for  posture.  The  "elevation  cues"  now  in  use  in  the 
schools  of  New  York  City  are  of  advantage  in  all  drills. 

"To  get  good  posture  it  is  necessary  for  the  pupils  to  know  from  experience 
the  exact  positions  desired  in  response  to  elevation  cues.  These  are  always  to  be 
used  while  the  static  contraction  is  held  for  the  purpose  of  lifting  and  straighten- 
ing the  body.     They  should  be  given  with  meaning,  vigor  and  discrimination. 

"The   following  are   the   best : 

Head— Up!  Lift  the  head! 

Chest— Up!  Lift  the  chest! 

Waist — Flat !  Stretch  the  knees  ! 

Weight — Forward !  Stretch  the  ankles  ! 

(if  necessary)  Stand  tall! 

"The  teacher  should  note  with  great  care  the  posture  of  each  pupil  and  deter- 
mine what  improvement  is  necessary. 

"Each  pupil  should  be  informed  of  his  defects  and  shown  how  to  correct  them. 
This  requires  constant  practice  and  much  individual  attention.  Every  formal 
exercise  should  start  and  finish  in  the  correct  standing  position. 

"Good  posture  without  rigidity  should  be  constantly  maintained." 

Management  and  Leadership:  Instructions  to  Teachers. 

Place.  Drills  should  be  conducted  out  of  doors  whenever  conditions 
permit.  When  it  is  necessary  to  conduct  a  drill  in  doors,  windows 
should  be  opened  wade,  as  a  large  part  of  the  value  of  exercise  is 
lost  without  fresh  air.  The  temperature  of  the  room  should  also  be 
below  the  ordinary  temperature,  about  sixty-eight  degrees. 

Time.  Drills  should  be  conducted  during  the  instructional  period 
and  where  necessary  the  relief  period,  never  the  play  period.  The 
recess  periods  are  necessary  for  the  freer  activities  and  must  be  organ- 
ized systematically  for  such  activities.  Even  the  minimum  in  drill 
activities,  the  postural  instruction  and  corrective  exercises  made  neces- 
sary by  artificial  school  conditions  should  be  organized  in  the  instruc- 
tional period. 


—  17  — 

Preparation.  Children  should  be  required  to  prepare  for  the  exer- 
cise by  removing  the  outer  garments,  such  as  scarfs,  sweaters,  coats, 
overcoats,  etc.,  that  interfere  with  freedom  or  that  may  cause  undue 
perspiration.  Encourage  loose  clothing  in  order  to  allow  for  freedom 
and  depth  of  respiration. 

Arranging  class.  When  conducting  a  drill  in  doors  arrange  the  pupils 
so  that  space  for  freedom  of  movement  is  assured  before  beginning  the 
exercises.     Use  the  following  method  : 

Class — Stand ! 

Arms  forward — Place  !     Take  distance. 

Arms  sideways — Place !     Take  distance. 

In  the  upper  grades  where  an  exercise  calls  for  the  side  horizontal 
position  and  the  children's  arms  interfere,  stand  the  class  obliquely  in 
the  aisles. 

Have  the  children  face  the  side  of  their  own  desks  for  such  trunk 
exercises  as  forward  bending,  for  lateral  charging,  for  stride  standing 
positions  and  such  other  exercises  as  call  for  more  space  than  is  per- 
mitted when  the  children  face  forward. 

In  classes  of  adolescent  boys  and  girls  it  is  advisable  frequently  to 
give  the  boys  and  girls  each  "Gymnastic  places"  that  is,  rows  of  boys 
and  rows  of  girls  to  prevent  self-consciousness  or  embarrassment  for 
the  girls  due  to  exercising  in  badly  made  clothing  or  tight  skirts. 

Arrange  the  pupils  to  guard  against  possible  injury  from  violent  con- 
tact with  desks,  sharp  corners  or  chalk  trays,  tables,  etc. 

Positions.     The  following  positions  should  be  observed : 

Correct  sitting  position :  Lower  back  resting  against  the  back  of  seat ; 
feet  resting  on  the  floor.     (See  Posture  Chart.) 

Correct  standing  position :  Feet  parallel,  head  held  high,  chest  high, 
abdomen  pulled  in.     (See  Posture  Chart.) 

Use  the  parallel  foot  position  for  all  exercises  except  for  the  knee 
bending  position  (deep  knee  bending). 

Commands.  In  teaching  formal  activities  it  is  necessary  to  use  com- 
mands. Give  commands  to  get  a  quick  response  and  thus  decrease  the 
reaction  time,  i.e.,  the  time  it  takes  the  pupil  to  think  and  will  action. 
In  the  lower  grades  teach  response  to  commands  gradually ;  illustrate 
the  new  exercise  correctly,  let  the  children  imitate  and  then  give  com- 
mands. 

No  special  nomenclature  is  insisted  upon,  so  long  as  the  commands 
are  understood  by  the  children  or  made  up  of  words  significant  to  them, 
and  are  short,  clear  and  concise. 

A  command  is  made  up  of  three  parts — the  description,  the  pause, 
and  word  of  execution.     The  description  tells  which  part  of  the  body  is 


—  18  — 

to  move  and  usually  where.  IMicn  there  is  a  pause,  which  should  be 
long  enough  only  to  give  the  child  time  to  comprehend  the  description. 
This  is  always  indicated  in  the  outline  l)y  a  dash  ( — •).  The  word  of 
execution  comes  last,  and  is  a  signal  indicating  when  to  start  the  move- 
ment, which  the  class  is  then  ready  to  obey.  It  should  be  given  in  a 
clear,  distinct  and  positive  tone.  The  response  from  the  pupils  depends 
upon  the  manner  of  giving  commands.  The  command  should  be 
animated,  and  the  voice  should  indicate  somewhat  the  quality  of  the 
exercise,  also  the  rhythm,  i.e.,  when  the  movement  is  to  be  quick,  as  in 
arm  and  foot  positions,  the  command,  is  quick ;  if  the  movement  is  to  be 
slow,  as  in  trunk  movements,  the  command  expresses  this.  Keep  the 
voice  as  pleasant  as  possible.  Lower  the  voice  at  the  word  of  execu- 
tion, and  avoid  monotony  by  using  numerals  as  commands  when  the 
exercise  is  familiar  to  the  child.  Do  not,  however,  confuse  "counts  as 
commands"  with  rhythmical  counts  which  are  counted  by  the  children 
themselves  in  order  to  help  rhythm  when  necessary. 

The  command,  Class — Attention  !  is  given  to  call  the  pupils  to  good 
standing  position  ready  for  instruction. 

The  command,  In  place — Rest  !  is  given  between  exercises  whenever 
necessary. 

The  command,  Position  !  is  used  to  bring  the  pupils  back  to  funda- 
mental standing  position  from  any  position  in  which  they  might  be  left 
after  an  exercise. 

Wherever  the  Left  is  indicated,  the  same  exercise  should  be  repeated 
using  the  Right. 

The  number  of  times  an  exercise  should  be  given  depends  upon  its 
type.  Any  exercise  should  be  repeated  a  number  of  times  to  insure  the 
desired  effect.  It  is  intended  that  the  point  of  muscular  fatigue,  but 
not  exhaustion,  should  be  approached  in  each  drill.  Short  periods  of 
rest  and  deep  breathing  between  the  various  exercises  are  given  to  avoid 
the  fatigue  of  strained  positions,  also  to  relieve  the  attention,  but  the 
developmental  and  corrective  values  lie  mainly  in  the  repetition  of  the 
exercises. 

When  the  exercise  requires  a  starting  position,  different  from  the 
fundamental  standing  position,  repeat  the  exercise  itself  as  many  times 
as  is  necessary  to  get  the  effect  desired,  but  do  not  repeat  the  process 
of  assuming  the  starting  position. 

The  full  benefit  of  formal  gymnastics  is  not  secured  unless  there  is 
accuracy  and  completeness  of  execution,  and  this  should  be  insisted 
upon  from  the  very  beginning.  "Form"  in  the  work  gives  the  motor 
training,  i.e.,  the  training  of  the  nerves  and  muscles  to  respond 
accurately  to  the  will. 


—  19  — 

Leading-  drills.  ITpon  the  class  teacher  depends  the  rcsnlts  (3f  drills. 
In  rural  schools  this  is  obvious.  In  city  schools  the  supervisors  can  get 
results  only,  by  proxy,  through  the  earnest  efforts  of  the  class  teacher. 
Drills  are  not  naturally  enjoyable.  Children  will  get  results  from  them 
only  in  proportion  to  the  alertness  and  energy  they  i)ut  into  them,  and 
these  responses  depend  on  the  energetic  leadership  of  the  class  teacher. 

Observe  the  following  suggestions  in  leading  drills : 

Be  a  g-Qod  drill  master;  put  earnestness,  alertness,  energy  and  life 
into  the  drill.     Make  it  stimulating  by  the  alertness  and  energy  required. 

Lift,  drive  and  coach.  Children  like  action  and  energy,  if  they  do  not 
like  the  drill. 

Avoid  long  pauses  and  do  not  hold  the  class  in  one  position  so  long 
that  it  becomes  fatig^uing.  Be  on  the  alert  to  give  corrections  to  posi- 
tions wherever  needed. 

Teach  by  command  (verbal  instruction),  explanation,  and  illustration 
of  the  exercises.  Help  and  stimulate  the  class  by  doing  the  exercises 
with  them  when  the  class  is  unfamiliar  with  the  exercise,  but  do  not 
make  the  class  dependent  on  mere  imitation.  Make  the  class  responsive 
to  commands  as  soon  as  possible. 

Develop  initiative  in  leadership  by  encouraging  children  to  select  drill 
leaders  and  to  evaluate  the  words  of  these  leaders. 

Secure  the  right  attitude  towards  corrective  results  by  example,  by 
a  spirit  of  helpfulness,  by  words  of  encouragement  or  warning,  and 
by  a  respect  inspiring  correction  of  poor  positions.     Coach  on  "form." 

Don't  scold ;  it  depresses  and  children  despise  a  scold ;  they  love  a 
coach. 


—  20  — 


CORRECT  SITTING  POSITION. 


21  — 


CORRECT  STANDING  POSITION. 


\  --diim 


—  22  — 


—  23  — 
Gymnastic  Positions. 

Fig.  1.     Neck  grasp  position. 

Command:  Hands  on   (back  of)   neck — PLACE! 

Fig.  2.     Bend  position. 

Command  :  Arms  upward — BEND  ! 

Fig.  3.     Front  horizontal  position. 

Command  :  Arms   forward — PLACE ! 

Fig.  4.     Chest  position. 

Command:  Arms  forward — BEND! 

Fig.  5.     Side  horizontal  position. 

Command  :  Arms    sideward — PLACE ! 

Fig.  6.     "Head  pushed  back"  or  Arch  position. 
Command  :  Head   backward — MOVE  ! 

Fig.  7.     Half   hook   standing   position. 

Command:  L.    (R.)    Knee  upward — BEND! 

Fig.  8.     Vertical  position. 

Command  :  Arms  upward — PLACE  ! 

Fig.  9.     Half  A   standing  position. 

Command:  L.    (R.)    leg  forward — RAISE! 

Fig.  10.     Forward  bending  of  body. 

Command  :  Body   forward — BEND  ! 

Fig.  11.     Side  bending  of  body. 

Command:  Body  to  L.    (R.)— BEND! 

Fig.  12.     Half  B   standing  position. 

Command:  L.    (R.)    leg  sideward— RAISE ! 

Fig.  13.     Lunge  position. 

Command:  To  L.   (R.)— LUNGE! 

Note :  Body  should  be  in  a  vertical  position  and  there  should  be  no 
lateral   bending. 

Fig.  14.     Forward   lunge   position. 

Command:  L.    (R.)    Forward— LUNGE! 


—  24  — 

(2)  Two  Specimen  Formal  Drills  for  the  Instruction  Period. 
Cues  for  use  during  execution  of  drills. 
"Keep  heads  high." 
"Waists  flat." 
"Chest  high." 

"Head  and  back  one  straight  line." 
"Balance  on  balls  of  the  feet." 

"Let  me  see  the  chins"  (use  for  the  forward  bend  positions). 
"Flat  backs." 
"Up  with  your  chest." 
In  marching — "Listen  to  the  rhythm." 
"Look  up." 

I. 

1.  Warming-up  Exercise. 

Hopping  8  times  on  left  foot— Begin ! 
On  right  foot — Begin  ! 
Deep  breathing ! 

2.  Stretching  Exercise. 

(1)  Bend  body  forward,  reaching  finger  tips  toward  floor — One! 

(2)  Rise  on  toes  and  raise  arms  to  vertical — Two!     (Look  up — high  chest.) 

(3)  Lower  arms  to  side  horizontal  (palms  up) — Three! 

(4)  Arms  and  feet  position — Four!      (Repeat  three  times.) 

3.  Shoulder  Blade  Exercise. 

Feet  apart — Jump  ! 

(Palms  up)  Arms  sideward — Place! 

Hand   clapping  over  head   eight   times — Begin!     Repeat.     (Look  up — keep 

chest  high.) 
Arms  and  feet — Position  ! 

4.  Back  Exercise. 

Hands  on  hips — Place  ! 

Feet  apart — Jump  ! 

Body  forward — Bend!     (Straight  knees,  straight  back,  chin  visible.) 

Body-Raise.     (Repeat.) 

Hands  and  feet — Position  ! 

5.  Fundamental  Positions. 

Feet  close. 

Left  foot  forward — Place  !     Replace  ! 
Right  foot  forward — Place  !     Replace  ! 
Left  foot  forward — Place  ! 


—  25  — 

(Changing  feet)   Right  foot  forward— Jump ! 
Repeat,  alternating  left  and  right. 
Feet — Position ! 

6.  Abdominal  Exercise — "Prancing  Horses." 

Hands  on  hips  place  and  feet — Close ! 

Left  knee  upward — Bend!     (Chest  high!) 

Prancing  in  rhythm  (lifting  knees  high)  ten  times — Begin! 

Arms  and  feet — Position  ! 

7.  Breathing  Exercise. 

(1)  Inhale  with  arm  raising  sideward  and  heel  raising — One! 

(2)  Exhale  as  arms  and  heels  return — Two!     (Repeat.) 

II. 

1.  Spring  Jump  and  Arm  Flinging  Sideward. 

(1)  Arms  sideward  place  and  feet  apart — Jump! 

(2)  Arms  return  and  feet  together — Jump ! 
In  rhythm  eight  times — Begin  ! 

Class  halt!     (1,  2)    Deep  breathing. 

2.  Stretching  Exercise. 

(1)  Bend  knees  (deeply)  reaching  finger  tips  toward  f^oor — One! 

(Turn  knees  out  45  degrees,  keep  back  and  head  erect,  fingers  touch 
at  the  side.) 

(2)  Stretch  knees  and  bring  arms  to  side  horizontal  (palms  up) — Two! 

(3)  Raise  arms  to  vertical  and  rise  on  toes — Three! 

(4)  Lower  arms  to  side  horizontal  and  lower  heels — Four ! 
Repeat  three  times. 

Deep  breathing. 

3.  Shoulder  Blade  and  Back  Exercise. 

Arms  upward  bend  and  feet  apart — Jump ! 

(1)  Bend  body  forward  reaching  finger  tips  to  floor  (knees  straight) — One! 

(2)  Raise  body  and  bend  arms  upward   (elbows  in  close  to  ribs,  fists  over 

point  of  shoulders) — Two! 

(3)  Stretch  arms  upward  (palms  in) — Three! 

(4)  Bend  arms  upward — Four  ! 
Repeat  three  times. 
Class— Halt!     {\,  2.) 
Arms  and  feet — Position ! 

4.  Breathing  Exercise. 

Arms  sidewise  (palms  up) — Place! 

(1)  Inhale  with  arms  raising  upward  and  heels  raising  (look  up) — One!. 

(2)  Exhale  as  arms  are  lowered  to  side,  horizontal  and  heels  sink — Two ! 

(Do  not  allow   chest   to   collapse  as  arms  are  lowered  and  breath 
exhaled.) 
Repeat. 
Arms — Position ! 


—  26  — 

5.  Lateral  Exercise — "Weather  Cock." 

Feet  apart — Jump  ! 

Arms  sideward  (palms  up) — Raise! 

Body  twisting  left  and  right  in  rhythm   (imitating  weather  cock,  chest  and 

head  high). 
Eight  times — Begin  ! 
Trunk  forward — Twist ! 
Arms  and  feet — Position  ! 
Deep  breathing. 

(1)  Inhale  with  arms  raising  sideward  (palms  up) — One! 

(2)  Exhale  as  arms  return — Two ! 
Repeat. 

6.  Abdominal — "Chopping  Wood." 

Feet  apart — Jump  ! 

Hold  an  imaginary  ax  to  right  shoulder,  holding  it  with  both  hands. 

(1)  Swing  ax  obliquely  downward  to  the  outside  of  the  left  ankle  and  twist 

and  bend  body  to  the  left  and  downward — One ! 

(2)  Raise  body  and  return  "a.x"  to  right  shoulder — Two ! 
Also  in  rhythm  four  times — Begin  ! 

Position ! 

Repeat  exercise  from  left  shoulder. 

7.  Deep  Breathing. 

(1)  Inhale  with  arms   raising  sidewards.     Upward    (palms  up)    and  heels 

raising — One  ! 
(Look  up — chest  high.) 

(2)  Exhale  as  arms  and  heels  return — Two ! 

(Look  up — chest  high.) 

Additional  Formal  Exercises. 

1.  Lateral  Trunk  and  Shoulder  Blade  Exercise. 

Left    (right)    arm  upward   place  and   feet  apart — Jump! 

Change  position   of   arms   with   a   swing  through   side  horizontal,  bending 

body  to  left  (right)— One! 
Swing  arms  and  bend  body  to  right   (left) — Two! 
In  slow  rhythm  eight  times — Begin ! 
Trunk — Raise ! 
Arm  and   feet — Position  !  • 

2.  Stretching  and  Jumping  Exercise. 

Arms  upward — Bend  ! 

(1)  Jump  feet  apart,  bend  body  forward    (from   hips)    and   stretch  finger 

tips  toward  floor — One ! 

(2)  Jump  feet  together,  raise  body  and  bend  arms  upward — Two! 

(3)  Stretch  arms  upward  (palms  in) — Three  ! 

(4)  Bend  arms  upward — Four! 

Repeat  three  times  (twelve  counts) — Begin! 
Class— Halt!    (1,2.) 
Arms — Position ! 


—  27  — 

3.  Shoulder  Blade  and  Lateral  Trunk  Exercise. 

Arms  sideward    (palms  up)    place  and   feet  apart— Jump! 

(1)  Bend  body  to  left  (right)— One! 

(2)  Raise    body— Two! 

(3)  Raise  arms  upward — Three! 

(4)  Lower  arms  sideward — Four ! 

Repeat  in  slow  rhythm  four  times   (sixteen  counts)— Begin  ! 
Class— Halt!     (1,  2.) 
Arms  and  feet — Position  ! 

4.  Back  and  Shoulder  Blade  Exercise. 

Arms  upward  bend  and  feet  apart— Jump ! 

(1)  Bend  body  forward  deeply  from  hips    (keep  back  flat)— One! 

(2)  Raise  body— Two! 

(3)  Stretch  arms  upward — Three! 

(4)  Bend  arms  upward — Four! 

Repeat  three  times  (twelve  counts)  in  slozv  rhythm — Begin! 
Class— Halt!    (1,2.) 
Arms  and  feet — Position  ! 

5.  Ba^k  and  Shoulder  Blade  Exercise. 

Hands  on  hips  place  and  feet  apart — Jump ! 

(1)  Bend  body  forward  deeply   (flat  back,  head  up)— One! 

(2)  Raise  body— Two  ! 

(3)  Stretch   arms   sideward — Three! 

(4)  Replace   hands   on   hips — Four!     (Repeat.) 
Hands  and  feet — Position  ! 

6.  Shoulder  Blade  and  Back  Exercise. 

Feet  apart — Jump! 

Body  forward    (slightly) — Bend! 

(1)  Arms  swinging  forward,  upward— One!     (Look  up— let  chin  be  visible  ) 

(2)  Return— Two! 

In  rhythm  eight  times — Begin  ! 
Body — Raise ! 
Feet — Position ! 

7.  Shoulder  Blade  and  Back  Exercise. 

Arms    forward— Bend !     (Elbows    back,    palms    down,   head    high.)        Feet 
apart — Jump ! 

(1)  Bend  body   forward    (back  straight   and   head  pushed  back)— One! 

(2)  Raise  body— Two  ! 

(3)  Fling  arms   sideward    (palms  up) — Three! 

(4)  Bend  arms  forward — Four ! 

Repeat  entire  exercise  slowly  four  times   (sixteen  counts)— Begin  ! 
Class— Halt!     (1,  2.) 
Arms  and  feet — Position  ! 


—  28  — 

1.  Back  Exercise. 

Hands  on  neck  place  (elbows  high  and  back,  head  high)   and  feet  apart— 
Jump ! 

(1)  Bend  body  forward — One! 

(2)  Raise  body— Two! 

(3)  Stretch   arms    (palms   up)    sideward — Three! 

(4)  Return  arms  to  neck  position — Four! 
Repeat  the  exercise  in  slozv  rh\thni — Begin ! 
Class— Halt!     (1,  2.) 

Arms  and  feet — Position  ! 

2.  Back  Exercise. 

Hands  on  hips  place  and  feet  apart— Jump ! 

(1)  Bend  body  deeply  forward  (from  hips,  straight  knees,  flat  back)— One! 

(2)  Raise  body— Two  ! 

(3)  Bend  body  to  left— Three! 

(4)  Raise  body — Four! 

Same  exercise  in  four  counts,  bending  to  right  on  third  count. 
Repeat  the  exercise  alternating  left  and  right  in  slow  rhythm — Begin! 
Class— Halt!     (1,2.) 
Hands   and   feet — Position! 

3.  Back  Exercise. 

Arms   sideward  and  left    (right)    foot   forward— Place! 

Body  slightly  forward   (from  hips) — Bend! 

Arm  circling  in   rhythm    (eight  times)— Begin ! 

Note— The  circling  is  done  in  the  following  directions:  lower  arms 
slightly,  move  them  forward,  upward,  backward  and  downward.  One 
count  for  each  complete  circle.  Elbows  straight,  all  the  movement  is 
done  in  the  shoulder  joints. 

Body — Raise ! 

Hands  and   feet — Position! 

4.  Back  Exercise. 

Face  class  left  or  right. 

Hands  on  hips  place  and  to  the  left— Lunge ! 

(1)  Twist  body  to  left— One! 

(2)  Bend  body  deeply  forward   from   hips — Two! 

(3)  Raise   bod}-- Three  ! 

(4)  Twist  body  forward — Four! 

Repeat  the  exercise  two  times  (eight  counts)   in  slow  rhythm— V>tg\n\ 

Hands  and  feet — Position! 

Hands  on  hips  place  and  to  the  right— Lunge! 

Repeat  same  exercise  to  right  two  times  (eight  counts)  in  sloiv  rhythm 

— Begin ! 
Hands  and  feet — Position  ! 

5.  Back  Exercise. 

Feet  apart — Jump  ! 

Body  slightly  forward    (from  hips;   flat  back;   head  pushed  back)— Bend! 

Arm  flinging  forward,  upward  and  return  in  rhythm — Begin! 


—  29  — 

(Eight  times — sixteen  counts.) 

Body — Raise ! 

Feet — Position  !  » 

6.  Back  lixcrcisc. 

Arms  upward   bend  and   feet  apart — Jump  ! 

Note — Elbows  close  to  sides ;  clenched  hands  on  outside  of  shoulders. 

(1)  Bend  body  forward  (from  hips  with  flat  back;  head  pushed  back) — One! 

(2)  Raise  body— Two  ! 

(3)  Stretch  arms  upward — Three! 

(4)  Bend  arms  upward    (palms  in) — Four! 
Repeat  the  exercise  in  slow  rliythui — lU-.i^in  ! 

Class— Halt!     (1,  2.) 
Arms   and   feet — Position  ! 

7.  Back  Exercise. 

Arms  upward  bend  and  feet  apart — Jump ! 

(1)  Bend  body  forward,  reaching  finger  tips  to  floor  (knees  straight) — One! 

(2)  Raise  body  and  bend  arms  upward  (elbows  in) — Two! 

(3)  Stretch  arms  upward   (palms  in) — Three. 

(4)  Bend  arms  upward — Four ! 
Repeat  three   times. 
Class— Halt!     (1.  2.) 
Arms  and  feet — Position  ! 

1.  Abdominal  Exercise. 

Arms  upward   (elbows  close  to  sides) — Bend! 

Heels — Raise ! 

High  knee  upward  bending  alternating  left  and  right  in  rhythm— Begin ! 

Class — Halt!     (1,2,3 — lower  heels  to  floor  on  third  count.) 

Arms — Position ! 

2.  Abdominal  Exercise. 

Arms  upward  bend   (elbows  close  to  sides)   and  feet  apart — Jump! 

(1)  Bend  body  forward  (deeply  from  hips) — One! 

(2)  Raise  body— Two  ! 

(3)  Stretch  arms   (vigorously)    upward   (palms  in) — Three! 

(4)  Bend   arms   upward — Four ! 

Repeat  the  exercise  in  slow  rhytJim — Begin! 
Class— Halt!     (1,  2.) 
Arms  and  feet — Position  ! 

3.  Abdominal  Exercise. 

Arms  upward — Bend!      (Elbows   close  to   sides.) 

High  knee  upward  bending  alternating  left  and  right  in  rhythm — Begin  ! 

Class— Halt!     (1,2.) 

Arms — Position ! 


'l'413f) 


—  30  — 

4.  Abdominal  Exercise — "Prancing  of  Horses." 

Hands  on  hips  place  and  feet — Close ! 

Left  knee  upward — Bend. 

Prancing  in   rhythm    (lifting  knees  high)    ten   times — Begin! 

Arms   and    feet — Position  ! 

5.  AbdoDiinal  Exercise. 

Hands   on   neck — Place! 

High  knee  upward  bending  altornaling  Kft  and  right  in  rhythm — Begin! 

Class— Hah!     (1,  2.) 

Arms — Position ! 

1.  Shoulder  Blade   Exercise   and  Balance. 

(1)  Raise  arms  forward   (palms  in)   and  place  left  (right)   foot  forward — 

One! 

(2)  Move  arms  to  side  horizontal    (palms  up)    and   raise  heels — Two! 

(3)  Raise  arms  to  vertical    (palms  in)    and  bend  knees — Three! 

(4)  Lower  arms  to  side  horizontal   (palms  up)   and  stretch  knees — Four! 

(5)  Return  arms  to  front  horizontal   (palms  in)   and  lower  heels — Five! 

(6)  Return   arms  and   foot  to  position — Six ! 

Repeat  the  exercise  alternating  left  and  right  in  rhythm — Begin ! 

Class— Halt!     (L2.) 

Deep  breathing    (not  in   rhythm). 

2.  Shoulder  Blade  Exercise  and  Balance. 

Arms  upward  place   (palms  in)    and  heels — Raise! 

(1)  Arm  parting  to  side  horizontal   (palms  up)    and  knee  bending    (half- 

way, knees  turned  out  90  degrees) — One! 

(2)  Raise  arms  to  vertical  and  stretch  knees — Two! 
In  rhythm — Begin  ! 

Class— Hah!     (1,  2.) 
Arms  and  heels — Position  ! 

3.  Shoulder  Blade  Exercise   and  Balance. 

(1)  Bend  arms  upward  and  place  left    (right)    foot  forward — One! 

(2)  Stretch  arms  sideward   (palms  up)    and  raise  heels — Two! 

(3)  Raise  arms  to  vertical  and  bend  knees — Three! 

(4)  Lower  arms  to  side  horizontal    (palms  up)    and  stretch  knees — Four! 

(5)  Bend  arms  upward   (elbows  close  to  sides)   and  lower  heels — Five! 

(6)  Return  hands  and  foot  to  position — Six ! 

Repeat  exercise  alternating  left  and  right  in  rhythm — Begin ! 

Class— HaU!      (1,2.) 

Deep  breathing   (not  in  rhytlim). 

4.  Shoulder  Blade  Exercise. 

Left  foot  forward — Place  ! 

(1)  Raise  arms  forward,  upward,  and  step  with  all  the  weight  on  forward 

foot — One ! 

(2)  Return— Two! 

Also   in   rhythm   eight   times — Begin!     Position! 


—  31  — 

Repeat  with  right  foot  forward. 

Class— Halt!     (1,  2.) 

Foot — Position  !  * 

5.  Shoulder  Blade  Exercise — "Chopping  JVcod." 

Feet  apart — Jump  ! 

(Place  imaginary  ax  to  right  shoulder.) 

(1)  Swing  ax  obliquely  downward  and  bend  body  forward — One! 

(2)  Raise  body  and  return  "ax"  to  right  shoulder — Two ! 
Also  in   rhythm  four   times — Begin !     Position ! 
Repeat  exercise   from  left  shoulder. 

6.  SJioiihicr  Blade  Exercise. 

(1)  Place  hands  back  of  neck  (elbows  well  back  and  high;  head  high)  and 

left  (right)  foot  forward — One! 

(2)  Stretch  arms  sideward   (palms  up)   and  raise  heels — Two! 

(3)  Raise  arms  to  vertical  (palms  in)  and  bend  knees — Three! 

(4)  Lower  arms  to  side  horizontal  and  stretch  knees — Four ! 

(5)  Return  arms  to  neck  position  and  lower  heels — Five! 

(6)  Return  hands  and  foot  to  position — Six! 

Repeat  exercise  alternating  left  and  right  in  rhythm — Begin ! 

Class— Hah!      (1,  2.) 

Deep  breathing   (not  in  rhythm). 

7.  Rhythmical  Balance  and  Shoulder  Blade  Exercise. 

(1)  Place  arms  (palms  up)   sideward  and  left  (right)   foot  forward — One! 

(2)  Raise  arms  upward   (palms  in)  and  bend  knees — Two! 

(3)  Return  arms  to  side  horizontal  (palms  up)   and  stretch  knees — Three! 

(4)  Return  arms  and  foot  to  position — Four ! 

Repeat  the  exercise  alternating  left  and  right  in  rhythm — Begin ! 

Class— Halt!     (1,  2.) 

Deep  breathing    (not  in   rhythm). 

1.  Lateral  Exercise. 

Feet  apart — Jump ! 

Clasp  hands  and  at  right  shoulder — Place! 

(1)  Bend  body  deeply  and  swing  clasped  hands  toward  left  foot — One! 

Note — Knees  straight ;  feet  stationary. 

(2)  Raise  body  and  return  hands  to  right  shoulder — Two ! 
Repeat  exercise  four  times    (eight  counts)    in  rhythm — Begin! 
Position ! 

(Change  hands  to  left  shoulder.) 

Repeat  exercise  from  left  shoulder  over  right  foot  four  times    (eight 

counts)    in   rhythm — Begin  ! 
Position ! 

2.  Lateral  Exercise.  , 

Feet  apart — Jump!      (Arms  close  to  body.) 

(1)  Bend  body  to  the  left   (right)— One! 

(2)  Raise  body— Two  ! 


—  32  — 

(3)  Raise  arms  sideward   (palms  up) — Three! 

(4)  Return  arms  to  position — Four! 

Repeat  exercise  alternating  left  and   right   in  sloiv  rhythm — Begin! 
Class— Halt!     (1,  2.) 
Feet — Position ! 

S.  Body  Bending  Sideways. 
Feet  apart — Jump  ! 
Left    (right)    arm  to  vertical    (palm   in) — Place! 

(1)  Bend  body  to  left  and  swing  left  arm  down  and  right  arm  up  (through 

side — horizontal) — One  ! 

(2)  Raise  body  and  bend  body  to  right,  swinging  right  arm  down  and  left 

arm  up — Two ! 
Repeat  exercise  alternately  left  and  riglit  in  sloiv  rhythm  eight  times — 

Begin ! 
Body — Raise ! 
Arms  and  feet — Position  ! 

4.  Lateral  Exercise. 

Feet  apart — Jump  ! 

Arms  sideward — Raise  ! 

Body  twisting  left  and  right  in  rhythm. 

Eight  times — Begin ! 

Arms  and  feet — Position ! 

5.  Side  Bending  and  Arm  Raising. 

Arms  sideward   (palms  up)   place  and  feet  apart — Jump ! 

(1)  Bend  body  to  left— One! 

(2)  Raise  bod}- — Two! 

(3)  Raise  arms  to  vertical — Three! 

(4)  Lower   arms   to   side   horizontal — Four ! 
Same  exercise  to  right. 

Repeat  exercise  alternating  left  and  right  in  slow  rhythm — Begin! 
Class— Halt!    (L2.) 
Arms  and  feet — Position  ! 

6.  Lateral  Exercise. 

Right  arm  to  vertical  (palm  in)   place  and  feet — Close! 

(1)  Bend  body  to  the  left— One ! 

(2)  Raise  body — Two! 

(3)  Bend  arms  upward    (elbows  close  to  sides) — Three! 

(4)  Stretch  left  arm  upward,  right  arm  downward — Four ! 

(Same   exercise   bending   to   the    right    and    reverse    arm    position    on 

fourth  count.) 
Repeat  exercise  alternating  left  and  right  in  rhythm — Begin ! 
Class— Halt!      (L2.) 
Arms — Position ! 


—  33  — 

7.  Lateral  Bxcrcisc. 

Face  class  to  left  or  right. 
Hands   on    hips — Place  ! 

(1)  Lunge  to  the  left  (rij^hl)   side— One! 

(2)  Twist  body  to  left  (right)— Two! 

(3)  Twist  body  forward — Three  ! 

(4)  Return  foot  to  position — Four ! 

Repeat  the  exercise  alternating  k'ft  and  right  in  ,s7(»(C'  rlt\lhin — Begin! 
Class— Halt!     (1,  2.) 
Arms — Position ! 

1.  Stretching  Exercise. 

(1)  Bend  body    (deeply)    from   hips,   reaching  finger   tips  to   floor    (knees 

straight) — One! 

(2)  Raise  body  and  raise  arms  to  side  horizontal   (palms  np) — Two! 

(3)  Raise  arms  to  vertical  (palms  in)   and  raise  heels — Three! 

(4)  Lower  arms  to  side  horizontal  and  lower  heels — Four! 
(Repeat  three  times.) 

Arms — Position ! 

2.  Stretching  Exercise. 

(1)  Bend  knees   (deeply),  reaching  finger  tips  toward  floor — One! 

(2)  Stretch  knees  and  bring  arms  to  side  horizontal  (palms  up) — Two! 

(3)  Raise  arms  to  vertical  and  rise   on  toes — Three! 

(4)  Lower  arms  to  side  horizontal  and  lower  heels — Four ! 
(Repeat  three  times.)     Position! 

« 

3.  Stretching  Exercise. 

(1)  Bend  body  forward,   reaching  finger  tips  toward   floor — One! 

(2)  Raise  body  and   raise  arms  to  vertical — Two ! 

(3)  Lower  arms  to   side  horizontal    (palms  up) — Three! 

(4)  Position — Four!     (Repeat    three    times.) 

4.  Stretching  Exercise. 

(1)  Bend  knees   (deeply)   reaching  finger  tips  toward  floor — One! 

(2)  Stretch   knees   and  bring  arms   to   vertical    (palms   in) — Two! 

(3)  Lower   arms   to   side   horizontal    (palms    up) — Three! 

(4)  Return  to  position — Four  ! 

Repeat   three   times    (twelve   counts)    in    rhythm — Begin! 
Class— Halt!    (1,2.) 

5.  Stretching  Exercise. 

(1)  Bend  knees  (deeply),  reaching  finger  tips  to  floor — One! 

(2)  Stretch  knees  and  raise  arms  to  side  horizontal   (palms  up) — Two! 

(3)  Raise  heels  and  clap  hands  over  head — Three ! 

(4)  Position — Four!     (Repeat  three  times.) 


—  34  — 

6.  Stretching  Exercise. 

Quick  arm  flinging  sideward  (palms  up)  and  knee  bending  (halfway) — One! 

Return — Two! 

In   rhythm   eight   times — Begin ! 

Class— Halt!     (1,  2.) 

7.  Stretching  Exercise. 

Arms  sideward    (palms  up)    i)lacc   and   feet  apart — Jump! 

(1)  Bend    body    forward    (knees    straight),    reaching    finger    tips    toward 

floor — One ! 

(2)  Raise   body   and    return    arms    to    side    horizontal — Two ! 

(3)  Clap  hands  vigorously   over  head — Three ! 

(4)  Return  arms  to  side  horizontal — Four! 
Repeat   in   four   counts — Begin ! 

Class— Halt!     (1,  2.) 
Arms   and   feet — Position  ! 

1.  Breathing  Exercise. 

Arms  sidewise  (palms  up) — Place! 

(1)  Inhale  with  arm  raising  upward  and  heel  raising — One! 

(2)  Exhale  as  arms  are  lowered  to  side  horizontal  and  heels  sink — Two ! 
Repeat. 

Arms — Position ! 

2.  Breathing  Exercise. 

Arms   sideways    (palms   up) — Place! 

(1)  Inhale  with  a^pis  raising  upward — One! 

(2)  Exhale   returning  arms    to    side   horizontal — Two ! 
(Not  in  rhythm.) 

Repeat. 

Arms — Position ! 

3.  Breathing  Exercise. 

(1)  Inhale  with   arm  raising  sideward   and   heel   raising — One! 

(2)  Exhale  as  arms  and  heels  return — Two ! 

4.  Breathing  Exercise. 

(1)  Inhale  and  raise  arms  forward — upward — One! 

(2)  Exhale  and  lower  arms  to  side  horizontal — Two ! 

(3)  Exhale  and  return  arms  to  position — Three! 
(Not  in   rhythm.) 

Repeat. 

5.  Breathing  Exercise. 

(1)  Inhale  and  raise  arms  forward,  upward  and   raise  heels — One! 

(2)  Exhale  and   lower  arms  to   side   horizontal    (palms  up) — Two! 

(3)  Exhale  and  return  arms  and  heels  to  position — Three ! 
(Not  in  rhythm.) 

Repeat. 


—  35  — 

6.  Dcc[^  Breathing  V.xcrcisc. 

With  palms  up,  arms  sideward  and  left  foot  forward — Place! 

(1)  Inhale  with  arm  raising  upward  and  heel  raising — One! 

(2)  Exhale    and    lower   arms    to    side    horizontal    (palms    up)    and    lower 

heels — Two!     (Repeat  the  exercise.) 
Arms  and  foot — Position  ! 
Repeat  the  exercise  with  right  foot  forward. 
Take  all  breathing  exercises  in  very  slow  rhythm. 


HUNTING  GAMES. 

(Sec  State  Mantial  of  Physical  Education,  pp.  78-83  or  71-77,  for  more 
comprehensive  list.  Sec  Bulletin  No.  31,  Physical  Training  Activi- 
ties for  Use  in  Small  Rural  Schools,  pp.  5-6.) 

(3)   Balloon  Ball.     B. 

70  to  60  players. 

Schoolroom. 

Inflated  bladder;  balloon;  cel^hyr  play  ball;  gas  ball. 

There  are  two  goals,  eacli  consisting  of  a  string  stretched  on  opposite  sides  of  the 
room  from  front  to  rear  at  a  height  of  six  feet.  There  may  be  any  number  of 
players  who  are  divided  into  two  teams. 

The  teams  are  s'eated  in  alternate  rows.  The  A's  represent  the  players  on  one 
team,  the  B's  the  players  on  the  opposing  team.  The  balloon  is  thrown  into  the 
air  in  the  center  by  the  teacher,  and  the  players  of  both  teams  strike  it  with  open 
hand. 

Object:  The  players  of  team  A  try  to  bat  the  balloon  over  goal  A;  the  players 
of  team  B  try  to  send  it  over  goal  B. 
Fouls:  Fouls  are  called  for  the  following: 
Standing  more  than  half  etect. 
Leaving  seat  entirely. 
Raising  desk  (if  movable). 
Striking  ball  with  clenched  hand. 

Score:  Each  goal  made  counts  two  points.  One  point  is  also  awarded  to  the 
opposing  team  for  each  foul. 

This  game  may  be  varied  by  having  a  goal  keeper  for  each  team,  whose  duty 
shall  be  to  prevent  the  balloon  from  crossing  his  or  her  goal  line.  This  goal  keeper 
should  stand  and  should  have  a  free  use  of  the  aisle  in  front  of  the  goal. 

(4)  Ball  Puss.     B. 

Number  of  players:  j  to  30  or  more. 
Playground;  gymnasiiDn;  schoolroom. 
Apparatus:  Gas  ball;  basket  ball:  -i'olley  ball;  hand  ball;  bean  bag. 

This  is  a  form  of  ball  tag.  In  it  each  player  chooses  a  home  or  corner  as  in 
Puss  in  the  Corner,  or  home  tag.  When  played  out  of  doors  trees  or  chairs  or 
stones  may  be  used  for  this  purpose ;  in  a  gymnasium,  pillars  or  different  pieces  of 
apparatus ;  in  the  schoolroom,  the  corn'ers  of  the  room,  the  front  and  rear  corner 
desks,  the  teacher's  desk,  the  radiator,  or  any  other  objective  points. 


—  36  — 

The  players  who  are  so  stationed  beckon  to  each  other  to  exchange  places,  and 
as  they  run  from  one  place  to  another  the  one  who  is  "it"  tries  to  hit  them  with 
the  ball.     Anyone  so  hit  changes  places  with  the  one  who  is  "it." 

If  played  in  the  schoolroom,  a  light  gas  ball  is  preferable;  elsewhere,  anything 
from  a  light-weight  handball  to  a  basket  ball  would  be  suitable.  Swift  throws 
should  not  be  tolerated. 

Where  there  are  many  playing,  it  is  advisable  to  have  two  or  three  who  take  the 
part  of  thrower  or  puss  ("it"),  in  which  case  there  will  be  two  or  three  balls  or 
bean  bags  in  play  at  the  same  time  and  the  game  is  made  more  rapid. 

(5)  Ball  Stand.     GG. 

Grade:  Grammar;  High. 

Number  of  players:  3  to  60  or  more. 

Apparatus:  Free  zvall  space;  limited  play  area;  I'olley  hall;  soft  indoor  ball;  bean 
bag;  gas  ball. 

Draw  a  line  parallel  and  3  or  4  feet  from  the  wall.  The  players  are  numbered 
and  stand  toeing  the  line.  One  of  them  throws  the  ball  against  the  wall,  calling  at 
the  same  time  one  of  the  numbers.  Thereupon  all  the  players  except  the  one  whose 
number  has  been  called  run  as  far  away  from  the  ball  as  they  can,  but  keeping 
within  the  boundary  lines  at  all  times.  The  one  whose  number  was  called  must  run 
immediately  to  the  ball.  As  soon  as  he  has  it  in  his  hands  he  must  stand  still 
where  he  picked  up  the  ball,  and  call  loudly  "ball  stand."  Then  each  other  player 
must  stop  running  immediately  and,  ivithout  turning  his  head  to  right  or  left, 
stand  with  his  back  to  the  one  who  has  the  ball.  The  latter  from  the  spot  where 
he  picked  up  the  ball,  after  taking  time  to  aim,  throws  tire  ball  to  hit  someone  on 
the  back.  If  he  is  successful  the  one  who  has  been  struck  calls  loudly  "hit."  Upon 
that  the  other  players  run  and  scatter  from  the  ball.  The  one  who  has  been  hit 
picks  up  the  ball  and  calls  "ball  stand."  If  no  one  has  been  struck  the  thrower 
calls  out  "ball  missed"  when  all  the  players  return  to  the  starting  line  and  the 
one  who  failed  to  hit  anyone  starts  the  game  as  before. 

The  great  value  of  this  game  is  the  vigorous  running  and  the  discipline  in  self 
control  that  results  from  obeying  the  rule  to  stand  without  turning  the  head  to 
right  or  left  and  with  the  back  squarely  turned  to  the  person  holding  tire  ball. 

(6)  Bean  Bag  Circle  Toss.     B. 

3  to  30  or  more  players. 

Playground ;  schoolroom ;  gymnasium. 

Bean  bags;  balls. 

There  should  be  a  bean  bag  for  each  of  the  players  except  one.  All  of  the 
players  form  a  circle,  separated  from  each  other  by  a  small  space.  At  a  signal 
from  a  leader,  each  player  turns  toward  his  right  hand  neighbor  and  tosses  his 
bean  bag  to  him,  turning  at  once  to  receive  the  bag  which  is  coming  to  him  from 
the  left.  The  game  should  move  rapidly  but  of  course  this  is  a  matter  of  skill  and 
may  have  to  be  acquired.  With  very  little  children  it  may  be  advisable  to  first 
play  the  game  with  a  fewer  number  of  bean  bags,  till  they  grow  accustomed  to 
tossing  and  turning  quickly  to  catch.  Halls  may  be  used  instead  of  bean  bags  if 
desired. 


—  37  — 

When  the  tossing  has  gone  once  or  twice  around  the  circle  to  the  right,  the  direc- 
tion should  be  changed  to  the  left.  It  is  well  to  have  one  of  the  bean  bags  of  a 
different  color  from  the  others,  so  as  to  know  when  the  circle  has  been  completed. 
Any  player  failing  to  catch  a  bag  must  pick  it  up  and  toss  it  regularly  to  his 
neighbor. 

(7)  Bird  Catcher.     B. 
4  to  6q  players. 

Playground;  schoolroom. 

Two  opposite  corners  are  marked  off  at  one  end  of  the  ground  or  room,  the  one 
to  serve  as  a  nest  for  the  birds  and  the  other  as  a  cage.  A  mother  bird  is 
chosen,  who  takes  her  place  in  the  nest.  Two  other  players  take  the  part  of  bird 
catchers  and  stand  midway  between  nest  and  cage.  If  played  in  the  schoolroom, 
the  remaining  players  sit  in  their  seats ;  if  in  a  playground,  they  stand  beyond  a 
line  at  the  farther  end  of  the  ground  which  is  called  the  forest.  All  of  these 
players  should  be  named  for  birds,  several  players  taking  the  name  of  each  bird. 
The  naming  of  the  players  will  be  facilitated  by  doing  it  in  groups.  If  in  the  class- 
room, each  row  may  choose  its  name,  after  which  the  players  should  all  change 
places,  so  that  all  of  the  robins  or  orioles  will  not  fly  from  the  same  locality. 

The  teacher  calls  the  name  of  a  bird,  whereupon  all  of  the  players  who  bear 
that  name  run  from  the  forest  to  the  nest,  but  the  bird  catchers  try  to  intercept 
them.  Should  a  bird  be  caught  by  the  bird  catcher,  it  is  put  in  the  cage,  but  a 
bird  is  safe  from  the  bird  catchers  if  it  once  reaches  the  nest  and  the  mother  bird. 
The  players  should  be  taught  to  make  the  chase  interesting  by  dodging  in  various 
directions,  instead  of  running  in  a  simple,  straight  line  for  the  nest. 

The  distance  of  the  bird  catchers  from  the  nest  may  be  determined  with  a  little 
experience,  it  being  necessary  to  place  a  handicap  upon  them  to  avoid  the  too  easy 
capture  of  the  birds. 

'  Note  :  The  mother  bird  may  call  the  name  of  the  birds.  For  a  small  group  of 
children  use  only  one  bird  catcher.  When  played  indoors  the  bird  catchers  may 
not  start  chasing  the  birds  until  all  have  reached  the  rear  of  the  room. 

(8)   Catch  the  Cane.     B. 
3  to  30  or  more  players. 

Playground :  Gymnasium,  schoolroom. 

The  players,  who  should  be  numbered  consecutively,  stand  in  a  circle  or  semi- 
circle. One  player  stands  in  the  center  of  the  circle  or  in  front  of  the  semicircle, 
with  his  index  finger  on  the  top  of  a  cane,  wand  or  closed  umbrella,  which  stands 
perpendicularly  to  the  floor.  Suddenly  he  lifts  his  finger  from  the  cane,  at  the 
same  time  calling  the  number  of  one  of  the  players  in  the  circle.  Tlie  person  whose 
number  is  called  must  run  forward  and  catch  the  cane  before  it  lies  on  the  floor.  If 
he  fails,  he  must  return  to  his  place  in  the  circle ;  if  successful,  he  changes  places 
with  the  center  player. 

This  game  may  have  a  great  deal  of  sport  in  it  if  the  action  be  kept  lively  and 
the  one  who  is  calling  the  numbers  gives  them  in  unexpected  order,  sometimes 
repeating  a  number  that  has  recently  been  given,  then  giving  a  few  in  consecutive 
order,  and  then  skipping  over  a  long  series,  etc. 

For  the  Schoolroom:  When  played  in  the  schoolroom,  the  player  with  the  cane 
should  stand  in  the  center  of  the  front  of  the  room.  All  the  players,  or  part  of 
the  class  at  a  time,  may  be  lined  up  in  front  of  the  first  row  of  desks,  or  only  the 
players  seated  in  the  first  row  of  seats  may  be  called,  according  to  the  number  of 


—  38  — 

their  row.     At  the  discretion  of  the  teacher  this  row  may  change  to  the  rear  row 
of  seats,  eacli  line  moving  up  one  seat  to  make  room  for  them. 

This  is  an  admirable  game  for  making  alert  and  active  children  who  are  slow 
or  dull. 

(9)   Center  Catch  (Touch)   Ball.     B. 

3  to  30  or  more  players. 

Playground;  gytnuasiuui ;  Jwllzcay. 

Handball;  basket  ball:  bean  bag;  knotted  tozirl. 

I.  Simple  Form  for  Little  Children. 

All  of  the  players  but  one  stand  in  a  circle,  witli  two  or  tlircc  feet  between 
players.  The  odd  player  stands  in  the  center  of  tlie  circle  and  tries  to  catch 
the  ball,  which  is  tossed  rapidly  from  one  circle  player  to  another.  Should 
he  be  successful,  the  one  who  last  touched  the  ball  changes  places  with  him. 

II.  Advanced  Form  i*or  Skillful  Pl.wErs. 

This  differs  from  the  preceding  in  the  greater  distance  between  each  two,  and 
w^ith  one  player  in  the  center.  The  circle  pla>-«rs  throw  a  ball  from  one  to 
another,  the  object  of  the  game  being  for  the  center  player  to  catch  the  ball  or 
knock  it  to  the  floor.  The  circle  players  may  throw  the  ball  over  the  heads  of  one 
another  or  across  the  circle,  or  make  sudden  feints  of  throwing  it  in  one  direction, 
turn  suddenly  and  throw  it  in  another,  etc.,  to  deceive  the  center  player. 

Any  player  in  the  circle  who  last  touched  the  ball,  changes  places  with  the 
center  player  whenever  the  latter  touches  or  catches  the  ball. 

Note:  After  the  game  is  thoroughly  understood  add  one,  two  or  three  additional 
players  to  the  center  of  the  circle.  The  first  one  of  this  group  to  touch  the  ball 
joins  the  circle,  the  circle  man  taking  his  place.  The  remaining  men  in  the  center 
of  the  circle  must  remain  until  they  are  successful  in  being  the  first  one  to  touch 
the  ball. 

(10)  Chicken  Market.     B. 

5  to  30  or  more  players. 

Outdoors;  indoors. 

One  player  is  chosen  to  be  market  man  and  anotlier  buyer ;  the  rest  of  the 
players  are  chickens;  they  stoop  down  in  a  row  and  clasp  their  hands  under  their 
knees.  The  buyer  approaches  the  market  man  and  asks,  "Have  you  any  chickens 
for  sale?"  The  market  man  answers,  "Yes,  plenty;  will  you  walk  around  and  try 
th'em?"  Whereupon  the  buyer  goes  up  to  dififerent  chickens  and  tests  them  by 
laying  over  the  head  his  clasped  hands,  palms  downward  and  pressing  inward.  The 
buyer  pretends  to  be  dissatisfied  with  some  of  the  chickens,  saying.  "This  one  is 
too  tough,"  "This  one  is  too  old,"  "This  one  is  too  fat,''  etc.,  until  at  last  he 
finds  one  that  suits  him,  the  chickens  being  supposed  to  go  through  this  ordval 
without  smiling. 

When  a  chicken  is  found  that  appears  to  be  satisfactory,  the  buyer  and  the 
market  man  take  him  by  the  arms,  one  on  either  side,  he  still  remaining  in  his 
first  position  with  hands  elapsed  imdcr  tlic  knees,  and  swing  him  forward  and 
backward  three  times.  Should  he  stand  this  test  without  loosening  his  own  grasp, 
he  is  supposed  to  be  all  right,  and  the  buyer  leads  him  off  to  the  opposite  side  of 
the  playground,  or  home.  The  game  continues  until  all  of  the  chickens  are  sold. 
Any  chicken  that  smiles,  or  whose  arms  give  way  in  the  swinging  test,  must  pay 
a  forfeit,  all  of  the  forfeits  being  redeemed  at  the  close  of  the  game.  Where  there 
are  more  than  ten  players,  there  should  be  two  or  more  buj^ers  and  sellers. 

This  is  one  of  the  traditional  dramatic  games.  This  game  is  played  in  various  countries:  in 
England  as  a  "Sale  of  Honey  Pots,"  in  China  as  a  "Fruit  Sale,"  etc.  The  version  here  given 
is  from  Italy. 


—  39  — 
(11)   Circle  Seat  Relay.     B. 


6  to  6o  players. 
Schoolroom. 


This  game  starts  with  the  players  all  seated,  and  witli  an  even  numlier  for  each 
two  rows.  At  a  signal,  the  last  plaj-er  in  each  row  runs  forward  on  the  right-hand 
side  of  his  seat,  around  the  front  desk,  and  returns  on  the  left-hand  side  of  his 
own  row.  As  soon  as  he  is  seated,  he  touches  the  player  next  in  front  on  the 
shoulder,  which  is  a  signal  for  this  one  to  start.  He  runs  in  the  same  way.  This 
is  continued  until  the  last  player,  which  in  tliis  case  is  the  one  sitting  in  the  front 
seat  has  circled  his  desk  and  seated  himself  with  hands  upraised.  The  line  wins 
whose  front  player  first  does  this.  Have  'each  pupil  change  one  seat  ahead,  the 
front  player  going  to  the  rear,  before  repeating  the  game. 

This  is  one  of  the  best  running  games  for  the  schoolroom.  As  in  all  such  games, 
seated  pupils  should  strictly  observe  the  rule  of  keeping  their  feet  out  of  the  aisles 
and  under  tire  desks. 

Players  must  observe  strictly  tlie  rule  of  running  forward  on  tlie  right-liand  side 
and  to  the  rear  in  the  next  aisle,  else  there  will  be  collisions. 

(12)   Crossing  the  Brook.     B. 

,?  to  6o  or  1)10 re  players. 

Playground ;  gyniiiasiuin ;  schoolroom. 

This  game  is  a  great  favorite  with  children.  A  place  representing  a  brook  is 
marked  off  by  two  lines  on  the  ground.  For  little  children  in  the  primary  grades 
this  may  start  with  a  width  of  two  feet.  The  players  run  one  at  a  time  and  try  to 
jump  the  brook.  Those  who  succeed  may  turn  around  and  jump  back  with  a 
standing  jump  instead  of  a  running  jump.  On  either  of  these  jumps  the  player 
who  does  not  cross  the  line,  representing  the  brook,  gets  into  the  water  and  must 
get  dry  stockings,  being  thereafter  out  of  the  game.  The  successful  jumpers  are 
led  to  wider  and  wider  places  in  the  brook  to  jump  (a  new  line  being  drawn  to 
increase  the  distance)  until  the  widest  point  is  reached  at  which  any  player  can 
jump  successfully.    This  player  is  considered  the  winner. 

Note:  For  a  group  with  varying  ages  represented  have  two  brooks,  one  for 
older  children — one  for  the  younger,  the  width  of  the  brooks  varying.  May  be 
played  in  the  front  of  the  schoolroom,  or  in  the  hall. 

(13)   Dare  Base.     GG. 

Grade:  Grammar,  High. 
Number  of  players:  6  to  6o. 

Two  goals  are  marked  off  about  60  feet  apart  and  midway  between  is  drawn 
a  long  line  that  forms  the  dare  base.  At  each  end  of  this  line  or  dare  base,  are 
placed  two  players  who  act  as  catchers.  The  other  players  or  runners  stand  in  the 
goals.  After  the  game  has  begun,  they  cross  constantly  from  one  goal  to  the  other, 
and  the  catchers  try  to  tag  them.  While  the  runners  are  in  the  goals  or  on  the 
dare  base,  they  are  safe  from  the  catchers,  but  they  are  not  allowed  to  return  from 
the  dare  base  to  the  goal  they  have  just  left.  They  must  always  continue  to  the 
opposite  goal.  Those  who  are  caught  are  out  of  the  game.  The  player  who  is 
last  caught  wins,  becomes  catcher  in  the  next  game,  and  chooses  his  assistant.  By 
modification  of  distances  this  can  be  played  indoors.. 


—  40  — 

(14)  Dodgeball.     B. 

■V  to  60  [^layers. 

I'laysround:  Schoolroom. 

Ihiskct  ball;  volley  ball;  soccer  ball;  gas  ball;  soft  indoor  baseball;  knotted  tozcel. 

Tlic  players  are  divided  into  two  even  groups.  One  group  forms  a  circle  (this 
need  not  be  marked  on  the  ground).  A  large  circle  adds  more  sport  to  the  game. 
The  other  group  stands  within  the  circle,  scattered  promiscuously.  The  object  of 
the  game  is  for  the  circle  m'cn  to  hit  the  center  men  with  a  ball,  the  center  men 
dodging  to  evade  this.  They  may  jump,  stoop,  or  resort  to  any  means  of  dodging 
except  leaving  the  ring.  Any  player  hit  at  once  joins  the  circlemen  and  works  with 
them  to  put  the  remaining  centermen  out.  A  strike  on  the  head  or  legs  below  the 
knees  shall  not  put  a  centerrnan  out.  The  last  player  to  remain  in  the  center  is 
considered  the  winner.    The  groups  then  change  places  and  the  game  is  repeated. 

There  is  no  retaliatory  play  of  the  ball  by  the  center  players ;  they  merely  dodge 
it  and  do  not  touch  it.  The  ball  is  returned  to  the  circle  by  a  circle  man  stepping 
in  for  it  and  tossing  it  immediately  to  a  circleman.  He  then  returns  to  the  circle. 
When  two  center  men  are  hit  by  one  throw  only  the  first  one  hit  leaves  the  center. 

The  groups  may  be  timed  to  see  which  group  eliminates  most  rapidly  the  other 
group  from  the  center.  If  this  is  done  it  may  be  best  to  have  the  centermen  who 
are  struck,  leave  the  gam'e  entirely  and  take  no  further  part.  If  the  ball  rolls  out 
of  bounds  a  circleman  should  run  and  get  it  and  throw  it  to  a  circleman.  It  is 
poor  playing  for  a  circleman  to  carry  the  ball  back  to  the  circle  and  continue  to 
play  himself. 

To  play  chain  dodge  ball,  have  the  center  players  form  into  lines  of  3,  4  or  5 
in  a  line.  The  circlemen  then  try  to  hit  the  end  or  last  man  of  each  line.  As  they 
are  hit  they  leave  the  center. 

(15)  Duck  on  the  Rock.     GG. 

Grade:  Grammar. 

Number  of  players:  6  to  20. 

Apparatus:  Out-of-doors;  large  stone;  block  of  zvocd  or  a  can.     Stones  the  sice 
of  fist  or  bean  bags,  one  for  each  player.     Indoors— bean  bag  for  each  player. 

When  the  game  is  played  out  of  doors  one  player  places  his  stone  or  bean  bag 
which  represents  the  duck  on  a  fair  sized  stone,  or  other  object  selected,  and 
stands  near  to  guard  it. 

A  line  is  drawn  25  or  30  feet  from  the  boulder.  Back  of  this  line  all  the  other 
players  stand  and  throw  their  stones  at  the  duck  trying  to  knock  it  oflf  the  boulder. 

Any  player  who  has  thrown  and  missed  has  the  privilege  of  trying  (1)  to  rescue 
his  duck  and  return  home  with  it  without  being  tagged  by  the  guard;  (2)  or  of 
trying  to  run  to  his  duck  and  place  a  foot  on  it,  remaining  so  until  it  is  safe  for 
him  to  return  home  or  (3)  remain  with  his  foot  on  his  own  duck  until  some 
other  player  knocks  off  the  drake's  or  guard's  duck,  when  he  may  pick  up  his  duck 
and  return  home,  and  all  other  throwers  may  try  to  rescue  their  ducks  and  return 
home  while  the  drake  or  guard  stops  trying  to  tag  and  runs  to  replace  his  duck 
on  the  boulder.  When  a  player  has  his  foot  on  his  duck  he  is  safe  and  remains  so 
as  long  as  his  foot  is  on  his  duck.  A  player  may  not  drop  his  duck  after  he  has 
once  picked  it  up  :     He  may  not  move  his  duck  with  his  feet  from  the  original  spot 


where  it  stopped  rollini?.  TIic  guard  or  drake  lias  layKini^  power  only  so  long  as 
his  duck  is  on  the  rock. 

The  one  who  is  tagged  by  the  drake  must  run  and  place  his  own  duck  on  the 
boulder  to  hasten  the  time  when  he  may  have  the  power  to  tag.  The  former  guard 
should  snatch  his  duck  and  run  back  of  the  throwing  line  so  that  the  new  guard 
may  not  tag  him.  As  soon  as  a  player  returns  back  of  the  line  he  may  begin 
throwing  to  dislodge  the  duck. 

If  stones  are  used  it  is  advisable  to  have  the  guard  stand  some  distance  from 
the  cluck.  To  determine  the  first  guard:  All  stand  behind  the  line  and  throw  at 
the  stone.  The  one  whose  duck  is  farthest  from  the  throwing  line  becomes  tho 
drake  or  guard. 

The  game  can  be  played  in  a  hall  or  classroom  which  has  movable  seats  by  using 
a  chalk  circle  about  one  foot  in  diameter.  The  object  will  be  to  knock  the  bean  bag 
out  of  the  circle. 

(16)   Farmer  Is  Coming  (The).     B. 

6  to  30  or  more  players. 

riaygroiiiid :  i^yiiiiiasiuiii :  sclioolroom. 

One  player,  chosen  to  be  the  farmer,  is  seated.  The  remaining  players,  standmg 
at  a  distance,  select  a  leader  who  taps  some  of  them  on  the  shoulder  as  an  invitation 
to  go  with  him  to  the  farmer's  orchard  for  apples.  Thereupon  they  leave  tlreir 
home  grounds,  which  has  a  determined  boundary,  and  approach  as  near  to  the 
farmer  as  they  dare.  The  game  is  more  int'eresting  if  they  can  do  this  from  various 
sides,  practically  surrounding  him.  Suddenly  the  farmer  claps  him  hands  and  all 
players. must  stand  still  while  the  leader  calls  out  "the  farmer  is  coming."  The 
players  try  to  get  safely  back  to  their  home  ground,  the  farmer  chasing  them.  He 
may  not  start,  however,  until  the  leader  has  given  his  warning.  Any  player  caught 
by  the  farmer  changes  places  with  him. 

For  the  parlor  or  class  room.  This  game  adapts  itself  well  to  indoor  use,  the 
farmer  sitting  on  a  chair  in  the  middle  of  the  room  if  in  a  parlor,  or  at  the  teacher's 
desk.  The  players  are  home  when  in  their  seats,  and  the  farmer,  to  catch  them, 
must  tag  them  before  they  are  seated. 

(17)  Flowers  and  the  Wind  (The).     B. 

4  to  30  or  more  players. 

Indoors;   out-of-doors. 

This  game  is  suitable  for  little  children.  The  players  are  divided  into  two 
equal  parties,  each  party  having  a  home  marked  off  at  opposite  ends  of  the  plaj^- 
ground,  with  a  long  neutral  space  between.  One  party  represents  a  flower, 
deciding  among  themselves  which  flower  they  shall  represent,  as  daisies,  lilies, 
lilacs,  'etc.  They  then  run  over  near  the  home  line  of  the  opposite  party.  The 
opposite  players  (who  represent  the  wind)  stand  in  a  row  on  their  line,  ready 
to  run,  and  guess  what  the  flower  chosen  by  their  opponents  may  be.  As  soon 
as  the  right  flower  is  named,  the  entire  party  owning  it  must  turn  and  run  home, 
the  wind  chasing  them.  Any  players  caught  by  the  wind  before  reaching  home 
become  his  prisoners  and  join  him.  The  remaining  flowers  repeat  their  play, 
taking  a  different  name  each  time.  This  continues  luitil  all  of  the  flowers  have 
been  caught. 


—  42  — 

(18)   Hand  Over  Head  Bean  Bag  (relay).     B. 

6  to  6o  players. 

Schoolroom. 

Bean  bags;  knotted  towels;  gas  balls. 

This  is  a  relay  passing  race,  the  different  rows  of  pupils  competing  with  each 
other  in  passing  bean  bags  backward  over  the  head. 

The  players  should  all  be  seated,  there  being  the  same  number  in  each  row  or  in 
every  two  rows.  On  each  front  desk  a  bean  bag  should  be  laid.  At  a  signal  the 
first  player  in  each  row  lifts  the  bean  bag  with  both  hands  over  his  head  and 
drops  it  (it  should  not  be  thrown)  toward  the  desk  behind  him,  immediat'cly  clasp- 
ing his  hands  on  his  own  desk.  The  next  player  catches  or  picks  up  the  bean  liag 
from  his  desk  and  passes  it  backward  in  the  same  manner.  It  is  thus  passed 
quickly  to  the  rear  of  the  line.  When  the  last  pupil  receives  it,  he  runs  forward  at 
once  to  the  front  of  the  line.  As  soon  as  he  reaches  the  front  seat,  the  entire  row 
of  players  move  backward  one  seal  and  the  player  who  ran  forward  takes  the  front 
seat,  immediately  passing  the  bag  backward  over  his  head  to  the  player  next 
behind  him. 

The  play  thus  continues  until  the  original  occupant  of  the  front  seat  has  returned 
to  it.  Immediately  that  he  is  seated,  he  should  hold  the  bean  bag  high  witli 
outstretched  arm,  as  a  signal  that  his  row  has  finished.  The  row  wins  wliose 
leader  first  does  this. 

(19)   I  Say  "Stoop."     B. 

5  to  6o  or  more  players. 

Playground;  gymnasium ;  schoolroom. 

This  game  is  a  variation  of  the  old  familiar  game  "Simon  says,"  but  calls  for 
much  more  activity  than  the  latter  game. 

The  players  stand  in  a  circle  or  beside  their  desk.  In  front  of  them  stands  the 
leader  or  teacher.  The  leader  says  quickly,  "I  say,  stoop !"  and  immediately  stoops 
himself  and  rises  again  somewhat  as  in  deep-knee  bend.  The  players  imitate  the 
action ;  but  when  the  leader  says,  "I  say,  stand"  at  the  same  time  stooping  himself, 
the  pla>Trs  should  remain  standing.  Any  who  make  a  mistake  and  stoop  when 
the  leader  says,  "I  say,  stand !"  are  out  of  the  game. 

This  may  be  made  a  very  amusing  and  vigorous  game.  The  leader  should 
speak  and  move  very  rapidly  and  make  unexpected  variations  in  the  order  in  which 
tlic  two  commands  are  given. 

(20)  Jumping  Relay.     B. 

4  to  6o  or  more  players. 

Playground;  gymiiasiiiin :  schoalroom. 

The  players  are  lined  up  in  several  single  files  beliind  a  starting  line  which  is 
drawn  at  from  ten  to  fifty  feet  from  a  finishing  line,  which  should  be  parallel  to  it. 
At  a  signal  the  first  players  in  each  file,  who  have  been  standing  with  their  toes 
back  of  the  starting  line,  jump  forward  with  both  feet  at  once  and  continue  the 
jumping  to  the  finish  line,  when  they  turn  and  run  back  to  the  starting  line.  Each 
jumper  running,  as  he  runs  back  beyond  the  starting  line,  should  touch  the  hand  of 
the  next  player  in  his  file  who  should  be  in  position,  toes  behind  the  line,  ready  to 


—  43  — 

start.     Tliis  player  should  begin  junipini;-  as  soon  as  his  hand  is  touched  by  the 
returned  player.     The  first  jumper  goes  at  once  to  the  foot  of  the  line,  which 
moves  up  one  place  each  time  that  a  jumper  starts  out,  so  that  the  next  following 
player  will  be  in  position  on  the  line. 
The  file  wins  whose  last  player  first  gets  hack  across  the  starting  line. 

(21)   Midnight.     B. 

(Twelve  o'clock  at  night.) 
S  to  so  or  iiwrc  players. 
Playground;  gyiniiasiu}ii;  classroom. 

One  player  is  the  fox  and  the  others  sheep.  The  fox  may  catch  the  sheep  only 
at  midnight.  The  game  starts  with  the  fox  standing  in  a  den  marked  in  one 
corner  of  the  pla\ground,  and  the  sheep  in  a  sheepfold  marked  in  the  diagonally 
opposite  corner.  The  fox  leaves  his  den  and  wanders  about  the  meadow  (play- 
ground) whereupon  the  sheep  also  come  forth  and  scatter  around,  approaching 
as  close  to  the  fox  as  they  dare.  They  keep  asking  him  "What  time  is  it?"  and 
he  answers  with  any  hour  he  chooses.  Should  he  say  "Three  o'clock"  or  "Eleven 
o'clock,"  etc.,  they  are  safe;  but  when  he  says  "Alidnight"  they  must  run  for  the 
sheepfold  as  fast  as  possible,  the  fox  chasing  them.  Any  sheep  caught  changes 
places  with  the  fox,  and  the  game  is  repeated.  When  played  in  a  classroom  only 
a  few  children  should  be  selected  for  sheep. 

This  game  is  enjoyed  by  children  of  almost  any  age.  It  affords  an  excellent  opportunity 
for  daring  and  finesse.  Timid  children  should  be  encouraged  to  take  risks,  approacliing  near 
the  fox,  and  surrounding  him  on  all  sides.  All  should  be  taught  to  make  the  chase  varied  and 
difficult  for  the  fox,  instead  of  running  in  a  straight  line  for  the  goal.  The  fox  has  opportunity 
for  much  stratagem  in  choosing  the  moment  when  he  says  "Midnight!"  one  in  which  the 
players  are  standing  where  he  could  easily  catch  or  corner  them.  He  may  also  gain  advantage 
by  appearing  to  start  in  one  direction  and  suddenly  changing  to  another.  These  elements  add 
zest  to  the  game,  cultivate  prowess,  and  make  the  children  brighter  and  more  alert. 

(22)   Oyster  Shell.     B. 

4  to  100  players. 

Playground;  gyninasiuin ;  schoolroom;  hallii'ay. 

Equipment :  Block  of  wood  about  4  inches  square  witli  four  sides  chalked,  or  a 
board  4  by  6  inches  in  sice  one  side  chalked  or  painted. 

Two  parallel  lines  are  drawn  across  the  center  of  th'e  play  area,  with  a  space  of 
3  to  4  feet  between  them,  which  is  neutral  territory.  At  a  considerable  distance 
beyond  each  line,  30  to  60  feet,  and  parallel  to  it  a  second  or  safety  line  is  drawn,  the 
space  beyond  being  a  refuge  for  any  players  of  the  party  belonging  to  that  side. 
Do  not  make  the  running  distance  to  safety  too  short.  A  vigorous  run  should 
result.  Divide  the  players  into  two  equal  parties  which  take  their  places  one  on 
either  side  of  the  neutral  territory.  Each  player  must  toe  his  own  line  and  should 
be  three  or  four  feet  from  any  other  player  on  his  side.  Each  party  is  given  either 
a  light  or  dark  color  corresponding  to  the  inside  or  outside  of  an  oyster  shell  or  to 
the  block  of  wood. 

An  odd  player,  who  acts  as  leader,  takes  his  place  at  one  end  or  the  other  of  the 
neutral  territory  and  tosses  the  "oyster  shell"  into  the  air.  If  there  be  no  such 
leader  available,  the  parties  may  choose  captains  to  toss  the  shell  alternately. 
The  shell  is  allowed  to  fall  on  the  ground.  If  the  light  side,  or  inside  of  the  shell, 
falls  upward  the  light  (inside  of  the  shell)  party  must  turn  and  run  for  their  safety 


—  44  — 

line,  the  other  party  chasing  them.     Anyone  captured   (tagged)  joins  the  side  of 
the  one  who  tagged  him  and  works  for  that  side. 

The  party  securing  all  the  players  of  the  other  party  wins  the  game;  or  the 
winners  may  be  determined  by  the  side  having  the  largest  number  of  players  at 
the  end  of  the  playing  time.  When  children  of  decidedly  diflferent  ages  play 
together,  if  possible  have  the  small  children  chase  each  other,  the  larger  ones 
chasing  those  more  nearly  their  own  size.  This  game  is  admirable  to  develop 
quick  responses  and  reactions. 

(23)  Pig  in  a  Hole.     B. 

4  to  6o  players. 

Playground;  seashore;  gymnasium. 

Basket  ball;  indoor  baseball;  tin  can. 

Each  player  should  be  provided  witli  a  stick  about  three  foct  long.  This  may 
be  made  by  whittling  branches,  or  a  gymnasium  wand  or  piece  of  broomstick  may 
be  used.  A  shallow  hole  is  dug  in  the  ground  measuring  twelve  or  fifteen  inches  in 
diameter.  All  of  the  players  but  one  join  hands  and  form  a  circle  around  this  hole 
with  several  feet  between  each  two  players  so  that  they  may  move  freely.  Each 
player  digs  a  small  hole  in  the  ground  in  front  of  his  place  in  the  circle,  the  hole 
to  measure  about  four  inches  in  diameter.  The  odd  player  does  not  dig  a  hole. 
The  game  is  played  with  a  basket  ball,  although  a  smaller  ball  may  be  used,  in  which 
case  the  center  hole  need  not  be  quite  so  large,  though  it  should  be  somewhat- 
larger  than  the  ball  used. 

The  game  consists  in  the  odd  player  trying  (1)  to  get  the  ball  (the  "Pig")  into 
the  center  hole  with  his  stick,  which  all  of  the  other  players  will  try  to  prevent; 
and  (2)  the  odd  player  trying  to  be  released  from  his  position  by  placing  the 
end  of  his  stick  in  one  of  the  small  holes  belonging  to  one  of  the  circle  players, 
which  he  can  only  do  when  the  player  in  question  has  his  own  stick  out  of  it. 

The  game  starts  by  all  the  players  putting  their  sticks  in  the  center  hole 
under  the  ball.  They  count,  "One,  two,  three,"  and  on  tire  last  word  all  lift  the 
ball  with  the  sticks  and  then  rush  for  the  small  holes,  each  player  placing  the  end 
of  his  stick  in  a  hole.  As  there  is  one  less  hole  than  the  number  of  plaj'ers,  one 
odd  player  will  be  left  out.  It  thereupon  becomes  his  duty  to  drive  the  pig  into 
the  hole  from  whatever  point  it  may  have  landed  through  the  combined  eflfort  and 
toss  with  which  the  game  opened.  The  circle  players  try  to  prevent  the  pig  get- 
ting into  the  hole  by  blocking  its  passage  with  their  sticks.  They  may  not  kick 
it  or  play  upon  it  in  any  other  way.  The  odd  player  will  try  to  ward  off  the 
interference  of  the  sticks  by  clearing  a  way  in  front  of  tire  ball  with  his  own. 
The  other  players  may  leave  their  places  at  any  time  to  block  the  passage  of  the 
ball ;  but  this  is  a  dangerous  thing  to  do,  for  the  odd  player  may  at  any  moment 
leave  his  work  with  the  ball  and  place  his  stick  in  one  of  the  vacant  holes.  It 
therefore  behooves  the  circle  players  to  leave  their  holes  unguarded  only  when 
there  is  imminent  danger  of  the  ball  entering  the  center  hole  from  that  side  of 
the  ring,  or  when  a  good  opportunity  comes  for  aggressive  play  to  drive  the  ball 
out  of  the  ring,  which  should  also  be  one  of  their  objects.* 

It  is  not  necessary  for  a  player  to  return  to  his  own  hole  after  having  removed 
his  stick  from  it.     Any  hole  may  be  taken  by  any  player,  and  much  of  the  interest 


*Care  should  be  taken   not  to  knock  the  ball   too  far  from  the  players.     The  game  will  drag 
if  the  ball  has  to  be  returned  from  a  long  distance. 


—  45  — 

of  the  game  lies  in  the  freedom  with  wliich  players  will  move  about  ami  lake 
chances  in  this  way. 

If  the  driver  succeeds  in  getting  his  pig  in  the  center  hole,  he  is  considered  to 
have  won,  and  the  game  begins  again.  Should  the  driver  succeed  in  placing  his 
stick  in  an  unoccupied  hole  in  the  circle,  the  odd  player  thus  left  out  must  become 
driver. 

For  the  classroom:  This  game  may  be  adapted  to  the  classroom  with  movable 
seats  by  drawing  chalk  circles  in  place  of  those  that  would  be  dug  in  the  ground 
out  of  doors.  The  sanre  rules  apply  for  the  game,  wliich  may  be  played  with  either 
a  basket  ball  or  a  bean  bag. 

(24)  Prisoner's  Base.     GG. 
Grade:  Grammar,  High. 
Number  of  players:  6  to  6o. 

Two  goals,  with  small  prisons  adjoining  the  right-hand  corner  of  each  goal, 
are  marked  off  about  SO  feet  apart.  The  space  between  the  goals  is  neutral 
territory.  The  plavTrs  choose  sides,  and  each  side  takes  possession  of  a  goal. 
Then  a  player  from  one  side  starts  out  and  tries  to  enter  his  opponents'  goal  without 
being  tagged.  Immediately  his  opponents  send  out  a  player  to  pursue  him.  Another 
player  sallies  out  to  protect  the  first  player,  and  so  on.  If  at  any  time  a  player 
succeeds  in  entering  his  opponents'  goal  untagged,  the  game  is  won  for  his  side. 
Each  man  may  tag  only  those  players  who  left  their  goal  before  he  left  his.  All 
the  players  may  be  in  the  neutral  ground  at  the  same  time,  though  it  is  best  not 
to  leave  the  goal  entirely  unprotected.  A  player  is  at  liberty  to  return  to  his 
home  goal  whenever  he  chooses. 

A  player  who  has  been  tagged  must  go  to  his  opponents'  prison  and  stay  there 
until  he  is  rescued  by  some  one  from  his  own  side.  The  rescuer  must  succeed  in 
touching  the  prisoner  without  being  tagged  himself.  If  he  does,  both  may  return 
to  their  goal  in  safety;  but,  if  he  is  tagged  before  he  touches  the  prisoner,  he 
becomes  a  prisoner  himself.  A  prisoner  may  aid  in  his  own  rescue  by  reaching 
out  from  his  goal  as  far  as  possible,  providing  that  he  keeps  one  foot  within 
bounds.  If  there  are  several  prisoners,  they  may  join  hands  and  stretch  out  over 
the  neutral  ground.  The  last  player  in  the  chain,  however,  must  be  in  the  prison, 
and  not  more  than  one  prisoner  may  be  redeemed  at  a  time. 

(25)   Schoolroom  Dodge  Ball.     B. 

6  lo  6o  players. 

Gas  ball;  scphyr  play  ball;  knotted  tozvels. 

The  players  are  evenly  divided  into  two  teams.  One  team  takes  its  place  around 
the  outer  edge  of  the  room ;  the  players  of  the  other  team  scatter  through  the  aisles 
or  between  the  seats,  which  latter  should  be  turned  up  if  possible.  The  outer  team 
tries  to  hit  the  inner  team  with  the  ball,  any  player  so  hit  taking  his  place  with 
the  outer  team  and  joining  in  its  play.  The  player  who  remains  longest  in  the 
center  is  considered  to  have  won.  Only  a  hit  from  a  ball  on  the  fly  counts.  A  hit 
from  a  bounce  does  not  put  a  player  out.  If  a  ball  touches  any  part  of  the  clothing 
or  person  it  is  considered  a  hit.  If  two  players  are  hit  by  the  same  throw,  only 
the  first  one  hit  is  considered  out.  Players  may  dodge  the  ball  in  any  way,  if 
desired.  The  ball  is  returned  to  the  circle  players  by  a  toss  from  on-e  of  the 
inner  team  should  it  be  out  of  reach  of  any  player  of  the  circle  team. 


—  46  — 

If  desired,  the  hit  players  may  leave  the  game  instead  of  joining  the  outer 
circle.    This  leaves  tlie  team  intact  and  each  then  keeps  a  separate  score. 

If  successive  games  be  played  the  teams  change  places,  the  inner  players  forming 
the  circle,  and  vice  versa.  Tlie  game  may  then  be  played  in  innings,  if  desired, 
each  team  to  be  given  three  minutes  in  the  circle.  One  point  is  then  scored  against 
a  team,  while  in  the  center  for  every  player  hit,  and  the  team  wins  which  has  the 
smallest  score  at  the  end.  Another  method  is  to  time  each  team  as  to  the  length  of 
time  to  dispose  of  all  center  players.  The  team  accomplishing  this  in  the  shortest 
time  scores. 

(26)  Shadow  Tag.     B. 

4  to  6o  players. 
Oul-of'doors. 

The  player  who  is  It  tries  to  step  or  jump  on  to  tlic  shadow  of  some  other  player, 
and  if  successful,  announces  the  fact  by  calling  the  name  of  the  player.  That 
player  then  becomes  "it." 

The  teacher  or  leader  will  need  to  encourage  the  children  to  venture  boldly  into 
the  open  spaces,  where  the  shadows  become  apparent,  rather  than  to  huddle  on  one 
side  of  the  ground,  where  the  chaser  cannot  reach  the  shadows. 

This  is  a  very  pretty  form  of  tag,  suitable  for  little  children,  and  they  dclig'lu  in  playing  it. 
It  hardly  need  be  said  that  it  requires  a  sunny  day. 

(27)  Stealing  Sticks.     GG. 

Grade:   Grammar,  High. 

Xumbcr  of  players:  6  to  6o. 

Apparatus:   12  sticks,  handkerchiefs  for  half  the  number  of  players. 

A  line  is  drawn  across  the  middle  of  the  yard.  About  30  feet  from  this  line  on 
either  side  of  it  a  goal  about  18  inches  square  is  marked,  and  six  sticks  are  placed  in 
each  goal.  Two  captains  are  appointed  and  sides  are  chosen.  Each  player  of  one 
side  ties  a  handkerchief  on  his  left  arm.  Then  the  two  sides  form  in  two  rows  facing 
each  other,  one  on  each  side  of  the  line.  The  captains  may,  if  they  wish,  appoint 
some  of  their  men  as  runners  and  some  as  guards  for  the  goal.  These  guards  must 
stand  at  least  12  feet  from  the  goal,  but,  if  an  opponent  passes  them  on  his  way  to 
their  goal,  they  may,  of  course,  chase  him.  The  object  of  the  game  is  to  carry  away 
all  the  sticks  from  the  goal  of  the  opposing  side.  A  player  may  be  caught 
as  soon  as  he  has  both  feet  in  the  enemy's  territory.  If  he  reaches  the  goal  with- 
out being  caught,  he  may  take  away  one  stick,  with  which  he  may  go  back  to  his 
own  side  in  safety.  If  he  is  caught  he  must  stand  in  the  goal  as  prisoner 
until  rescued  by  some  one  of  his  own  side.  While  he  is  prisoner,  he  may  reach 
out  towards  the  one  who  is  coming  to  release  him,  but  must  keep  both  feet 
within  the  goal.  After  he  has  been  rescued,  he  and  his  rescuer  may  return  to 
their  own  side  in  safety.  So  long  as  any  member  of  one  side  is  a  prisoner,  that 
side  may  not  take  any  sticks  from  its  opponents'  goal,  but  must  try  to  rescue  their 
team  mates  who  are  prisoners.  The  game  is  won  by  the  side  which  first  carries 
fiway  all  of  its  opponents'  sicks. 


—  47  — 

(28)   Step.     B. 

J  to  30  or  more  players. 

Playground :  gyiiniasitiiii :  Imllicay;  ilassrooiii. 

The  ground  is  marked  off  by  two  parallel  lines  from  50  to  200  feet  apart.  One 
player,  who  is  chosen  to  be  counter,  stands  on  one  of  these  lines  with  his  back  to 
the  other  players,  who  line  up  on  the  opposite  line. 

The  object  of  the  game  is  for  the  players  who  arc  lined  up  in  the  rear  to  advance 
forward  until  they  cross  the  line  wliere  the  counter  is  stationed.  They  may 
advance,  however,  by  short  stages,  during  which  the  player  in  front  counts  ten. 

The  game  starts  by  this  forward  player  counting  ten  loudly  and  rapidly,  the 
other  players  moving  forward  while  he  does  this,  but  immediately  when  he  says 
"Ten" !  they  must  stand  still,  and  he  at  once  turns  to  look  at  them.  He  will  call 
the  name  of  any  player  or  players  whom  he  sees  moving,  and  any  so  called  must 
go  back  to  the  starting  line  and  begin  over  again.  This  counting  of  ten  by  the  one 
player  and  moving  forward  of  the  others  continues  until  all  have  crossed  the  line 
where  the  counter  stands.  The  last  one  over  changes  places  with  him  for  the 
next  game. 

This  game  is  a  great  favorite,  especially  with  girls,  though  the  writer  has  known  many  hoys 
to  play  it  persistently.  The  players  will  learn  to  use  much  caution  in  moving  forward,  often 
stopping  before  the  count  of  ten,  to  be  sure  that  they  shall  not  be  caught  in  motion.  The 
progress  tlius  made  may  seem  slower  than  that  of  those  who  dash  forward  to  the  last  moment, 
but  as  with  the  famous  hare  and  tortoise,  this  slower  but  continuous  method  often  wins. 

(29)  Tag  the  Wall  (relay).     B. 
6  to  60  players. 
Schoolroom. 

The  same  number  of  players  should  be  seated  in  each  row  or  arrange  the  children 
so  that  the  number  in  row  one  equals  the  number  in  row  two ;  the  number  in 
rows  three  and  four  are  equal;  in  rows  five  and  six  are  equal.  With  this  latter 
organization  each  two  rows  are  competing  only  against  each  other  instead  of 
against  all  other  rows. 

At  a  signal,  the  last  player  in  each  line  runs  forward  and  tags  the  front  wall. 
As  soon  as  this  player  is  out  of  the  aisle,  the  others  all  move  backward  one  seat. 
This  leaves  the  front  seat  vacant,  and  the  runner  having  touched  the  wall  returns 
immediately  and  takes  this  vacant  front  seat.  As  the  player  sits  he  raises  his  hand, 
which  is  a  signal  for  the  player  who  is  now  the  last  one  in  the  line  to  run  forward, 
the  line  moving  backward  one  place  as  soon  as  he  is  out  of  the  aisle.  He  in  turn, 
having  touched  the  wall,  takes  the  vacant  front  seat.  The  play  is  continued  in  this 
way  until  everyone  in  the  row  has  run. 

The  line  wins  whose  player,  sitting  at  tlie  start  in  tire  front  seat,  first  returns  to 
his  seat. 

As  in  all  schoolroom  games  where  there  is  running,  the  seated  players  should 
be  very  careful  to  keep  their  feet  under  the  desk  so  there  will  be  nothing  in  the 
aisks  over  which  the  runner  may  trip. 


—  48  — 

(30)  Three  Deep.     GG,* 
Grade:   Grammar,  High. 

Number  of  players:  6  to  6o. 

One  player  is  chosen  to  be  "It"  and  a  second  plaj^cr  to  run.  The  other  players 
arrange  themselves  in  two  circles,  one  within  the  other,  with  the  players  not  less 
than  six  feet  apart,  and  with  each  one  in  the  outer  circle  exactly  behind  one  in 
the  inner  circle.  The  player  who  has  been  chosen  as  runner  then  runs,  and  is 
pursued  by  the  one  who  is  "It."  The  runner  may  place  himself  in  front  of  any 
two  players,  thus  making  a  file  of  three.  He  is  then  safe;  but  the  outer,  or  third 
one  in  the  line,  may  be  tagged,  and  to  save  himself  must  run  to  a  place  in  front  of 
another  file  of  two.  If  a  player  is  tagged,  he  immediately  becomes  "It''  and 
chases.  The  one  who  tagged  him  becomes  runner.  The  runner  and  chaser  may 
not  cut  through  the  circle  while  running. 

The  game  may  be  made  more  interesting  by  having  two  or  more  couples  run- 
ning at  the  same  time.  It  may  also  be  varied  by  having  the  two  circles  face  each 
other,  leaving  a  space  between  for  the  running.  When  this  is  done,  the  runner 
places  himself  between  two  players,  and  the  one  toward  whom  he  turns  his  back 
is  the  one  who  may  be  tagged.  Make  the  running  distances  short  and  snappy  with 
resulting  frequent  changes  in  players. 


*NoTE:  A  successful  modification  is  known  as  tzvo  deep:     Single  circle  with  a 
runner  and  a  chaser.     The  second  man  runs  instead  of  the  third  man. 


RHYTHMICAL  GAMES. 

See  Supplement  to  State  Manual  of  Physical  Education,  pp.  15-61. 
(See  Manual  of  Physical  Education,  pp.  53-68  or  59-74,  for  more 
comprehensive  list.) 

See  State  Manual  of  Physical  Education  for  authors  list  of  books,  p.  53 
or  59 ;  recommended  minimtun  list  of  books  of  rhythmical  activities 
for  every  school,  p.  64  or  70. 

Sec  Bulletin  No.  31,  p.  7,  for  list  of  Victor  Records  with  numbers  which 
can  be  used  in  teaching  folk  games. 


—  49  — 
(31)  BEAN   (PEASE)   PORRIDGE  HOT. 


^ 


M 


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n: 


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fe£ 


I    I 


>  V 


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f^l ,  n  J . 

' r-T-^-n 

r^^^en 

II    ri'  1  II 

p  J  •  *  ^ 

J'fT 1 • IP • S— 

J    ^    •     s 

«             

— 1 0 — -» — » S — 

1         1 
-s — i— J—^ — ^ 

>  ^  *  gi — 

•  f    ^ 

1      1       &I   =H 

— ^ — « i — 

K   'J— u^H-= 

4HJ-f-^ 

=1  .r-i=i=i= 
^^  -»*-  — t-  — 1-  -•- 

1 ! 1 S) U 

— +      -^- 

Pease  porridge  hot,  pease  porridge  cold, 
Pease  porridge  in  the  pot  nine  days  old  ; 
Some  like  it  hot,  some  like  it  cold. 
Some  like  it  in  the  pot  nine  days  old. 
Chorus :  Tra,  la,  la,  la,  tra,  la,  la,  la,  etc. 

Formation :  Double  circle,  partners  facing. 

Verse. 

Line   I.     Clap  both  hands  to  thighs;  clap  own  hands  together;  clap 

partner's  hands.     Repeat. 
Line  2.     Clap  thighs ;  clap  own  hands ;  clap  right  hands  only ;  clap  own 

hands;  clap  left  hands  only;  clap  own  hands;  clap  partner's  hands. 
Lines  3  and  4.     Repeat  action  from  the  beginning.     (Counts — i,  2,  3; 

I,  2,  3;  1,2,  3,4,  5,6,  7). 


Chorus. 

All  raise  arms  sideways  (hands  joinea),  and  take  sixteen  sliding  steps 
around  the  circle  to  the  left;  then  sixteen  in  the  opposite  direction. 
During  the  last  measure  all  move  to  the  right  and  take  new  partners. 

Repeat  from  the  beginning  with  the  new  partner. 

From  Crampton  &  Wallaston,  "The  Song  Play  Book." 
Copyright,   1917,  by  The  A.   S.   Barnes  Company. 

*NoTE  1 :  When  used  in  a  classroom  containing  seats  permanently  fastened  to  the  floor,  have 
the  students  form  a  single  circle  around  a  row  of  desks  or  around  all  of  the  desks.  For  a  class 
with  a  large  membership  form  two  circles  with  a  row  of  desks  separating  the  two  circles. 

Noth;  2:  Partners  in  the  single  circle  face  each  other  and  clap  hands,  as  described  for  the 
verse. 

_   Note  3:   During   the    chorus    have    all    face    inward,    join    hands,    forming    a    single    circle    or 
circles;  take   16  slides  to  the  right,   16  slides  to  the  left. 

Note  4:  To  secure  a  new  partner,  have  partners  face,  join  right  hands  and  passing  to  the 
lett  side  each  move   forward  one  place,  meeting  a  new  partner.      (Grand  right  and  left.) 


—  50  — 
(32)  BLEKING   (SWEDISH).* 


bliiP^uj^m^^^.iij^U 


-n — f- 


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f^^ 


I 


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p 


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fi  iirfr.rir.r; 


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iz^ii: 


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4   ^  ^     m 


U^uUMd  f 


g 


Formation :  A  single  circle,  partners  facing  each  other  with  both  hands 

joined. 
Description : 

Part  I. 

{Mcas.  I.)  Hop,  bringing  the  right  heel  and  the  right  arm  forward, 
elbow  straight,  right  hand  in  front  of  partner's  shoulder,  and  left  arm 
well  back  with  elbow  bent  {one,  and).  Hop,  extending  left  heel  and 
left  arm  in  same  manner  {two,  and). 

{Meas.  2.)  The  same  changes  made  three  times  in  quick  succession, 
right,  left,  right. 

{Meas.  j-^.)     Repeat,  beginning  with  the  left  foot. 

{Meas.  j-S.)     Repeat  all. 

From  Crawford's  "Folk  Dances  and  Games."     Copyright,  1908,  by  A.  S.  Barnes  &  Co. 

*NoTE:  For  use  in  a  classroom  form  a  single  circle  around  one  row  of  desks  or  around  all 
the  desks.  For  a  class  with  a  large  numbership  form  two  circles  with  a  row  of  desks  separating 
the  two  circles. 


—  51  — 

Part  IT. 

With  joined  hands  held  straight  out  to  the  side,  shoulder  high,  part- 
ners dance  around  the  circle.  The  one  with  the  left  side  toward  the 
center  starts  forward  with  the  right  foot,  her  partner  moves  backward, 
starting  with  the  left  foot. 

(Mcas.  p.)  Hop  twice  on  each  foot,  at  the  same  time  swinging  arms 
up  and  down,  windmill  fashion,  once  in  each  measure.  Right  arm 
down  when  hopping  on  right  foot ;  left  arm  down  when  hopping  on 
left  foot. 

(Meas.  10.)     Use  two  of  these  steps  to  turn  around. 

(Mcas.  II.)     Like  measure  9,  partners  in  reverse  position. 

(Meas.  12-16.)     Repeat. 

Repeat  dance  from  the  beginning. 


—  52  — 


(33)  CARROUSEL   (MERRY-GO-ROUND). 

(Swedish  Singing   'ame.) 


A    Moderato  con  molo  (  ^  r=  84) 


^ 


Pret  -  ty     maid  -  en,  sweet  and    gay,  Car  -  rou  -  sel        is        run 


ning, 


9ie^ 


^ > '■        ' !-       r     ■  ^- — *-       f    ■  -f 


( 


^ 


It    will  run   till    ev,e    -     ning:        Lit- tie  ones     a  nick     -      el,  Big     ones  adime.Hur-ry 


:3=4= 


^ 


S^fe-E§ 


:?c=|:: 


=|5=i=P 


:t=t 


=t=^ 


1==t 


T=T: 


::5i=}i: 


B  /"rfito-.  (#'=  ic 


3z?iir: 


-^-^i<- 


1^^ 


«/)/     Get       a      /«iZ/f/     Or  you'll  j/^r,?  -"ly     be    too     ht-e! 


Ha 


ha! 


^ 


-A — N — ^_-^- 


:?Erqc 


P] 


Hap  -  py    are    we. 


An-  der-  son,  and  Pe  -  ter-  son,  and  Lund  -  strom  and  me ! 


This  dance  represents  the  "Merry-go-round,"  or  "Flying  Horses." 
The  dancers  form  a  double  circle,  standing  in  couples,  both  facing 
toward  center  of  circle.  The  front  ones  of  all  couples  join  hands  in  a 
circle;  the  back  ones  place  their  hands  on  their  partners'  shoulders. 

The  music  consists  of  two  parts.  The  first  part  contains  seven 
measures ;  the  second  part,  eight. 

In  fitting  the  steps  to  the  music,  each  measure  should  be  counted 
thus:  "One,  two,  three,  four." 


—  53  — 

A.* 
During  A  dancers  move  toward  the  left  with  a  slow  sHding  step,  as 
follows : 

{Mcas.  I.)  Make  a  long  slide  to  the  left  with  the  left  foot  (om), 
close  the  right  foot  to  the  left  (two).     Repeat  (three,  four). 

(Meas.  2-y.)  Continue  through  the  seven  measures  of  A,  but,  dur- 
ing the  sixth  and  seventh  measures,  make  stamps  instead  of  slides. 

During  the  sixth  and  seventh  measures,  the  time  is  accelerated 
slightly. 

B. 
(Meas.  I-.J.)     Still  moving  to  the  left,  with  the  time  slightly  acceler- 
ated,  as   in   the   two   preceding   measures,   execute   the   same   step   as 
described  in  the  first  measure  of  A,  but  in  double  time,  that  is  making 
four  slides  to  each  measure  instead  of  two. 

(Meas.  3-8.)     Repeat,  sliding  to  the  right  (repetition  of  B). 
At  the  end  of  B,  partners  immediately  change  places,  those  who  were 
behind  now  standing  in  front  with  hands  joined,  the  others  behind  with 
hands  on  partners'  shoulders. 

The  whole  dance  is  then  repeated. 

The  words  are  sung  by  the  dancers  as  they  dance.  The  four  stamps 
in  the  sixth  and  seventh  measures  of  A  are  made  on  the  words,  "up, 
mate,  surely,  late." 

In  the  chorus,  "Ha  ha  ha!"  should  be  shouted  heartily  wnth  heads 
thrown  back. 

A. 
Pretty  maiden,  sweet  and  gay. 
Carrousel  is  running, 
It  will  run  till  evening : 
Little  ones  a  nickel,  big  ones  a  dime. 
Hurry  up!  get  a  mate! 
Or  you'll  surely  be  too  late! 

B. 

Ha  ha  ha !  Happy  are  we, 
Anderson,  and  Peterson,  and  Liindstrom,  and  me ! 

Ha  ha  ha !  Happy  are  w^e, 
Anderson,  and  Peterson,  and  Liindstrom,  and  me ! 

During  the  first  part  of  "Carrousel"  the  merry-go-round  is  supposed 
to  be  just  starting,  and  moves  slowly;  in  the  second  part  it  is  in  full 
swing,  and  the  fun  is  at  its  height. 

From  Burchenal's  "Folk  Dances  and  Singing  Games."     Copyright,  1909,  by  G.   Schirraer. 

*A  variation  of  A  that  gives  a  particular  training  in  contrasting  rhythms:  slide  left,  bring 
right  foot  to  left,  rise  on  toes,  lower  heels;  repeat.  It  is  recommended  that  the  action  during 
the  playing  of  the  chorus  or  B  be  done  in  only  one  direction. 


—  54 


(34)  DANISH   DANCE   OF   GREETING.* 

Allegretto.  ( J  =  1 1 2.)  "^  "^ 

A 


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permission  of  MUa   Mam  Ho 


The  music  consists  of  two  parts,  each  of  which  contains  eight 
measures. 

In  fitting  the  steps  to  the  music,  each  measure  should  be  counted 
thus  : — "One,  and,  two,  and." 

The  dancers  form  a  single  circle  with  hands  joined,  partners  standing 
side  by  side,  and  all  facing  toward  the  centre  of  the  circle. 

A. 

(Mcas.  I.)  All  clap  own  hands  together  (one),  clap  again  (and). 
With  both  hands  lowered  diagonally  forward  and  outward  lift  the  skirts 
lightly  and,  with  the  foot  farthest  from  the  partner,  step  to  the  side, 
at  the  same  time  pointing  the  foot  nearest  the  partner  and  making  a 
deep  curtsey  to  partner  (hvo,  and). 


—  55  — 

{Mcas.  2.)  Sway  the  weight  on  to  the  foot  nearest  partner,  at  the 
same  time  clapping  the  hands  twice  as  hefore  {one,  and).  With  the 
weight  on  tlie  foot  nearest  partner,  turn  away  from  partner,  pointing  the 
foot  farthest  from  the  partner  and  making  a  deep  curtsey  to  the  dancer 
on  the  other  side  {two,  and). 

{Mcas.  5.)  With  the  hands  still  lifting  the  skirts,  all  face  toward  the 
centre  of  the  circle  and  stamp  with  the  foot  farthest  away  from  partner 
{one,  and)  ;  then  stamp  the  other  foot  {tzvo,  and). 

{Mcas.  4.)  With  three  light  running  steps,  turn  away  from  partner, 
once  around  in  place  {one,  and,  two),  pause  {and). 

{Mcas.  3-8.)     Repeat  all. 

B. 

{Mcas.  1-4.)  All  join  hands  around  the  circle,  facing  toward  the 
left,  and  starting  with  the  left  foot  dance  lightly  around  the  circle,  mak- 
ing four  running  steps  to  each  measure. 

{Mcas.  y8.)  Without  pausing,  all  face  the  other  way  and  dance 
around  the  circle  to  the  right. 

It  should  be  remembered  that  the  movements  in  A  represent  a  happy 
greeting  to  all  the  dancers,  and  the  curtsies  should  be  made  to  express 
that  meaning. 

B  represents  the  pleasure  of  all  being  together,  and  should  be  rollick- 
ing and  full  of  fun. 

From  Burchenal's  ''I^olk  Dances  and  Singing  Games."     Copyright,  1909,  by  G.   Schirmer. 
For   use   in   a  classroom,   see   Note    1,    "Bean    Porridge   Hot."      (31) 
To   secure  a  new  partner,  see  Note  4,  "Bean   Porridge  Hot."      (31) 


—  56  — 
(35)  DID  YOU  EVER  SEE  A  LASSIE? 


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Did  you  ever  see  a  lassie,  a  lassie,  a  lassie. 
Did  you  ever  see  a  lassie  do  this  way  and  thatf 
Do  /Aw  way  and  tJiat  way,  and  //n'^-  way  and  that  way, 
Did  you  ever  see  a  lassie  do  this  way  and  f/mff 

Formation:  Single  circle,  all  facing  left  with  hands  joined.  A  leader 
stands  within  the  ring. 

Lines  i  and  2.  Players  walk  forward  around  the  circle.  At  the  words 
"do  this  way  and  that,"  the  one  within  the  ring  demonstrates  some 
movement  which  the  others  are  to  imitate. 

Lines  3  and  4.     Players  stand  in  place  facing  center  and  perform  with 
the  one  in  the  center  the  movement  shown. 
The  leader  chooses  another  child  to  succeed  him  in  the  ring  and  joins 

the  circle. 

Suggestions:  Activities  of  the  hou^^chold,  of  the  farm,  gymnastic  exer- 
cises, dance  stcj)?,  imitations  of  animals,  street  games,  athletics  and 
industrial  activities. 


From  Cranipton  &  WoUastoii's  "The   Song  Play  Book." 
Copyright,  1917,  by  The  A.   S.  Barnes  Company. 


—  57  — 
(36)  HOW  D'YE  DO,  MY  PARTNER. 


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How  d'ye  do,  my  partner, 
How  d'ye  do  today, 
Will  you  dance  in  the  circle  ? 
I  will  show  you  the  way. 
Chorus :  Tra,  la,  la,  la,  la,  la,  etc. 

Formation :  Double  circle,  partners  facing-  each  other. 

Verse. 
Line  i.     Children  in  the  outside  circle  make  a  low  curtsey  to  partners. 
Line  2.     Children  in  the  inside  circle  return  the  curtsey. 
Lines  3  and  4.     Partners  join  crossed  hands  and  turn  in  order  to  skip 
side  by  side. 

Chorus. 

Couples  skip  in  a  circle. 

At  the  close,  children  in  the  outside  ring  step  forward  and  face  a  new 
partner,  and  the  game  is  repeated. 

From  Crampton  &  Wollaston,  "The  Song  Play  Book." 
Copyright,  1917,  by  The  A.  S.  Barnes  Company. 


*NoTE:  Class  room  organization.     See  Note  1,  "Bean  Porridge  Hot"   (31). 

Single  circle ;  partners  facing.  During  singing  of  3d  line  partners  shake 
right  hands — during  4th  line  form  single  circle — all  hands  held  high. 

Chorus— slide  to  the  right  or  left  as  preferred.  On  the  7th  and  8th 
measure,  cease  sliding;  turn  and  bow  farewell  to  y9ur  partner.  Look 
ahead  and  note  the  third  person.  For  securing  this  new  partner  see 
Note  4,  "Bean  Porridge  Hot"     (31). 


—  58  — 
(37)  THE  JOLLY  MILLER. 


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Jolly  is  the  miller  who  lives  by  the  mill, 
The  wheel  goes  round  with  a  right  good  will ; 
One  hand  in  the  hopper  and  the  other  in  the  sack, 
The  right  steps  forward  and  the  left  steps  back. 

Po)')iiatioii. 

A  double  circle,  partners  facing  in  the  same  direction,  with  left  side's 
to  the  center  and  inner  hands  joined.  One  ockl  player  stands  in  the 
center  of  the  circle. 

Description. 

All  march  or  skip  forward  around  the  circle  while  singing  the  first  three 
lines.-  At  the  last  line,  those  in  the  outer  circle  step  forward  and  those 
in  the  inner  circle  step  backward,  thus  changing  partners.  The  game 
is  repeated  as  often  as  is  desired. 

When  the  children  have  learned  this  well,  an  extra  player  may  stand 
in  the  center  and  when  the  change  is  made  he  endeavors  to  secure  a 
partner.  If  he  is  successful,  the  one  left  without  a  partner  must  take 
his  place. 

J'ariation. 

The  two  circles  skip  forward  together  until  words  "right  steps  for- 
ward and  the  left  steps  back."  At  the  word  back  have  the  right  or  the 
outside  circle  of  players  continue  to  skip  forward  and  the  left  or  inside 
circle  of  players  about  face  and  skip  in  the  opposite  direction.  All 
continue  to  skip  until  the  music  stops  or  a  signal  is  given,  when  every- 
one tries  to  get  a  partner,  including  the  odd  one  in  the  middle. 


59 


(38)  LOOBY  LOO. 


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(Introduction  and  C/iorus  after  each  z'crse.) 

Here  we  dance  looby  loo. 
Here  we  dance  looby  light. 
Here  we  dance  looby  loo, 
All  on  a  Saturday  night. 

1.  Put  your  right  hand  in, 
Put  your  right  hand  out, 

Give  your  right  hand  a  shake,  shake,  shake, 
And  turn  yourself  about. 

2.  Put  your  left  hand  in,  etc. 

3.  Put  your  right  foot  in,  etc. 

4.  Put  your  left  foot  in,  etc. 

5.  Put  your  head  'way  in,  etc. 

6.  Put  your  whole  self  in,  etc. 

Formation :  Single  circle,  all  facing  left  with  hands  joined. 

Introduction  and  Chorus. 

Players  dance  around  the  circle  to  the  left  with  skipping,  sliding, 
walking  or  running  steps. 

Versks. 

Players  stand  facing  the  centre.  The  action  suggested  by  the  words 
of  the  song  is  given  in  pantomime.  The  children  should  be  encouraged 
to  make  large  and  vigorous  movements. 

From  Crampton  &  Wollaston,  "The  Song  Play  Book." 
Copyright,  1917,  by  The  A.  S.   Barnes  Company. 


—  60  — 
(39)  NIXIE  POLKA. 


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A  little  while  we  linger  here, 
With  many  a  joy  and  many  a  fear; 
Hey!  little  Brownies,  come  and  frolic, 
Let  us  always  be  merry. 

Formation :  Single  circle,  all  facing  centre,  with  hands  on  hips.     One 

child  stands  in  the  centre. 
Lines  I  and  2.     The  centre  (A)  stands  in  front  of  a  player  (B)  in  the 
circle,  inviting  her  to  dance.     On  the  words  "while,"  "here,"  "joy" 
and  "fear"  all  dance  the  Bleking  step  four  times,  alternating  left 
and  right.     (Bleking  step — hop  on  the  left  foot,  bending  the  left 
knee,  and  place  the  right  heel  forward.) 
Lines  3  and  4.     At  "Hey"  all  clap  hands ;  A  then  faces  about  with 
hands  on  hips ;  B  places  hands  on  A's  shoulders  and  they  run  twelve 
steps  to  another  player  (C).     At  the  same  time  those  in  the  circle 
take  twelve  running  steps  in  place. 
Lines   I   and  2.     Repetition  of  verse.     In  this  position  all  dance  four 

Bleking  steps. 
Lines  3  and  4.     A  and  B  both  face  about  on  "Hey."     Thus  B  is  the 
leader.     A  places  hands  on  B's  shoulders;  C  places  hands  on  A's 
shoulders,  and  all  three  run  in  line  to  another  player  (D). 
The  game  continues  in  this  manner  until  all  have  been  chosen  from 
the  circle  and  have  entered  the  running  line.     The  first  runner  now 
grasps  the  shoulders  of  the  last  girl,  thus  making  a  complete  circle. 
Lines  3  and  4  may  be  repeated  several  times  while  players  continue  run- 
ning in  circle  formation. 


From  Crampton  &  WoUaston,  "The  Song  Play  Book." 
Copyright,  1917,  by  The  A.  S.   Barnes  Company. 


—  61  — 
(40)  OATS,  PEAS,  BEANS. 


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1.  Oat97  peas,  beans    and    bar   -   ley    grow, 

— •• • »— 

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2.  Thus  the  farmer  sows  his  seed, 
Thus  he  stands  and  takes  his  ease ; 
He  stamps  his  foot  and  claps  his  hands, 
And  turns  around  to  view  the  land. 

3.  Waiting  for  a  partner, 
Waiting  for  a  partner. 

Open  the  ring  and  choose  one  in, 
While  we  all  gaily  dance  and  sing. 

4.  Tra  la  la,  etc. 

Verse  i.     Circle  walks  around  farmer  who  stands  in  center. 
Verse  2.     Actions  follow  words. 

Verse  3.     Farmer  chooses  a  partner  from  players  in  circle,  who  con- 
tinue to  walk  around  as  in  verse  i. 
Verse  4.     All  skip. 


Allegro  moderato  ( J  =  90  ) 
A 


—  62  — 
(41)  SEVEN  JUMPS  (DANISH). 

{  S3nrspring  ) 


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Continue  thus  7  limes, 

adding  a  measure  eath  timt 


Fine 


D.C. 


B.C. 


D.C. 


This  dance  is  usually  considered  a  dance  for  two  men,  but  sometimes 
it  is  danced  by  a  man  and  a  girl,  or  by  a  number  of  couples  in  a  circle. 
In  any  case  the  steps  and  movements  are  the  same  as  described  here. 
The  music  consists  of  two  strains,  A  and  B  of  eight  measures  each,  with 
two  additional  measures,  C  and  D,  at  the  end  of  B.  Each  measure  of 
A  and  B  should  be  counted  thus  :  "One,  and,  two,  and." 

THE  DANCE 
I.  "First  Jump.'" 

A.  (Meas.  i-8.)  The  dancers  join  hands  and  swing  around  to  the 
left.  The  step  used  is  as  follows:  (meas.  i)  step  on  the  left  foot  (one), 
hop  on  it  (two)  ;  (meas.  2)  step  on  the  right  foot  (one),  hop  on  it 
( two  ) . 

B.  (Meas.  9-16.)  Jump  up  high  from  the  ground  so  as  to  come 
down  with  a  stamp  on  both  feet  on  the  first  count  and  repeat  the  same, 
moving  around  in  the  opposite  direction. 

C.  Release  hands,  place  them  on  hips  and  raise  the  right  foot  from 
the  ground,  bending  the  knee  at  a  right  angle. 

D.  On  the  first  note  of  the  measure  stamp  the  right  foot.  On  the 
second  note  of  the  measure  stand  motionless,  but  ready  to  spring  into 
action  again  at  the  pleasure  of  the  musician,  who  retards  on  this  last 
note  and  keeps  the  waiting  dancers  in  alert  suspense. 


—  63  — 

II.  "Second  Jump." 
A  and  B.     Same  as  in  I. 

C.  Raise  the  riglit  knee  as  before. 

D.  On  the  first  note  of  the  measure  stamp  the  right  foot.  On  the 
second  note  of  the  measure  raise  the  left  knee. 

D,  repeated.  On  the  first  note  of  the  measure  stamp  the  left  foot. 
On  the  second  note  stand  motionless  as  before  while  the  note  is  held. 

III.  "Third  Jump." 
A  and  B.     As  before. 

C.  Raise  the  right  knee. 

D.  On  the  first  note  stamp  the  right  foot.  On  the  second  note  raise 
the  left  knee. 

D,  repeated.  On  the  first  note  stamp  the  left  foot.  On  the  second 
note  pause. 

D,  repeated.  On  the  first  note  kneel  on  the  right  knee.  On  the 
second  note  pause  in  that  position  while  the  note  is  held. 

IV.  "Fourth  Jump." 
A  and  B.     As  before. 

C.  As  before. 

D.  Stamp  the  right  foot  as  before. 

D,  repeated.     Stamp  the  left  foot  as  before. 

D,  repeated.  On  the  first  note  kneel  on  the  right  knee.  On  the  sec- 
ond note  pause  in  that  position. 

D,  repeated.  On  the  first  note  put  down  the  right  knee  also,  so  as  to 
be  kneeling  on  both  knees.     On  the  second  note  pause  in  that  position. 

V.  "Fifth  Jump." 
A  and  B.     As  before. 

C.  As  before. 

D.  Stamp  the  right  foot  as  before. 
D,  repeated.     Stamp  the  left  foot. 

D,  repeated.     Kneel  on  the  right  knee. 

D,  repeated.     Kneel  on  both  knees. 

D,  repeated.  On  the  first  note  place  the  right  elbow  on  the  floor,  with 
the  cheek  resting  in  the  right  palm.  On  the  second  note  pause  in  that 
position. 

VI.  "Sixth  Jump." 

A  and  B.     As  before. 

C.  As  before. 

D.  Stamp  the  right  foot. 

D,  repeated.     Stamp  the  left  foot. 
D,  repeated.     Kneel  on  the  right  knee. 


—  64  — 

D,  repeated.     Kneel  on  both  knees. 

D,  repeated.  On  the  first  note  place  the  right  elbow  on  the  floor,  with 
the  cheek  resting  in  the  right  palm.  On  the  second  note  pause  in  that 
position. 

D,  repeated.  On  the  first  note  place  the  left  elbow  also  on  the  floor 
with  the  chin  supported  by  the  palms  of  both  hands.  On  the  second 
note  pause. 

VII.  "Seventh  Jump." 

A  and  B.     As  before. 

C.  As  before. 

D.  Stamp  the  right  foot. 

D,  repeated.     Stamp  the  left  foot. 

D,  repeated.     Kneel  on  the  right  knee. 

D,  repeated.     Kneel  on  both  knees. 

D,  repeated.     Place  the  right  elbow  on  the  floor. 

D,  repeated.     Place  the  left  elbow  also  on  the  floor. 

D,  repeated.  On  the  first  note,  with  the  chin  still  resting  in  the  palms 
of  both  hands,  bend  down  and  touch  the  forehead  to  the  floor.  On  the 
second  note  pause  in  that  position.  (In  Denmark,  when  two  men  are 
dancing  this,  sometimes  only  one  puts  his  forehead  to  the  floor  and  the 
other  turns  a  somersault  over  him.) 

A  and  B.     As  before. 

This  may  be  considered  the  finish  of  the  dance,  but  to  complete  the 
full  dance  it  should  be  continued  from  this  point  as  before,  with  the 
difference  that  in  each  following  figure  the  last  movement  or  "jump"  is 
omitted,  reversing  the  order  in  which  they  were  added  during  the  first 
part  of  the  dance,  namely: 

VIII. 

Same  as  VI. 

IX. 

Same  as  V. 

And  so  on  until  the  dance  ends  with  a  simple  swing  around  during 
A  and  B  as  at  first. 

All  during  the  dance,  when  the  dancers  swing  around  they  lean  away 
from  each  other  and  swing  very  vigorously,  and  during  the  pause  on  the 
last  note  of  D  they  remain  motionless,  but  tense  and  alert,  so  that  at  the 
beginning  of  A  in  the  next  figure  they  are  ready  to  spring  quickly  into 
the  swing. 

From  Elizabeth  Burchenal's  "Dances  of  the  People."     Copyright,  1913,  by  G.  Schirmer. 

Note:  For  the  schoolroom  have  the  pupils  form  a  single  circle  all  facing  in  the  line  of 
direction.  See  Note  1,  "Bean  Porridge  Hot"  (31).  The  different  stationary  activities  and 
parts   A   and   B   should  be  done  in   the   single   circle  formation. 


—  05  — 

INDIVIDUAL  SELF-TESTING  ACTIVITIES. 

Decathlon  Events. 

See  Boys'  and  Girls'  Decathlon  Charts. 

See  Bulletin   No.    31,    Physical   Training   Activities    for    Small    Rural 

Schools,  p.  8. 

Note  1  :  Use  the  squad  organization  for  practice  in  decathlon  events.  Organize 
a  rotation  of  squads  for  practicing  the  events  in  the  instruction  period. 

(42)  Baseball  Throw  for  a  "Strike." 

Bquipment.  A  frame  18"x37"  over  all  made  of  2"x4"s  raised  21"  off  the  ground, 
or  an  area  of  equal  size  marked  on  a  wall.  This  area  represents  the  area  in  front 
of  the  batter  into  which  a  ball  must  be  thrown  to  be  a  "strike." 
12"  playground  balls.  A  "pitcher's  box"  marked  by  a  line,  30' 
for  girls,  45'  for  boys,  from  the  frame  or  mark. 

Rules.  The  ball  is  thrown  from  "pitcher's  box"  into  the 
wooden  frame  or  wall  area.  Ten  trials  are  allowed.  The 
ball  must  be  thrown  with  speed  not  tossed.  A  catcher  may 
stand  behind  the  frame  to  catch  thrown  balls. 

Practice  Events.  Throwing  to  a  catcher  standing  behind  a 
plate.  An  umpire  may  call  "balls"  and  "strikes."  Practice  in 
catching  should  be  combined  with  the  practice  in  throwing. 
Practice  in  all  the  elements  of  baseball  should  be  associated 
with  this  practice. 

Note  1  :  For  scoring  the  achievements  see  decathlon  charts  for  boys  and  girls. 
Note  2 :  If  practiced  indoors  use  bean  bags,  gas  balls  or  bags  stuffed  with  cotton. 

(43)  Basket  Ball  Pass  for  Accuracy. 

Bquipment.  A  circle  of  2^/2  feet  radius  for  boys,  3  feet  radius  for  girls  marked 
on  a  wall,  center  of  the  circle  5  feet  from  the  ground.  Lines  marked  on  the 
ground,  parallel  to  the  wall,  20  and  30  feet  from  the  wall.     Basket  ball. 

Rules.  Fifth  and  sixth  grade  boys  and  all  girls  throw  the  ball  at  the  mark  from 
the  line  20  feet  from  the  wall ;  seventh  and  eighth  grade  boys  throw  from  the  line 
25  feet  from  the  wall.  Ten  trials  are  allowed.  The  number  of  times  the  ball  hits 
inside  the  circle  is  scored. 

Practice  Events.  Passing  the  basket  ball  to  another  player,  using  all  styles  of 
passing — the  side  pass  with  right  and  left  arm,  the  underhand  pass  with  right  and 
left  arm,  the  overhead  pass  using  both  arms,  the  pass  over  one  shoulder  using  both 
arms,  pushing  the  ball  away  from  the  body  using  both  arms.  Passing  while  running 
to  a  player  who  is  running.  Passing  to  a  player  while  running.  Practice  in 
catching  should  be  combined  with  the  practice  in  throwing.  Practice  in  all  the 
elements  of  basket  ball  should  be  associated  with  this  practice. 

Note  1  :  For  scoring  see  decathlon  charts  for  boys  and  girls. 
Note  2:  See  Note  2,  Baseball  Throw  for  a  Strike  (42). 


—  66  — 

(44)   Dash. 

(Girls — Fifth  and  sixth  grades,  40  yards;  seventh  and  eighth  grades,  60  yards.) 
(Boys — Fifth  and  sixth  grades,  50  yards;  seventh  and  eighth  grades,  75  yards.) 

Equipment.  A  smooth  level  running  space  at  least  75  yards  long.  Stop  watch. 
(If  no  stop  watch  is  available  rough  timing  may  be  done  with  the  second  hand  of 
an  ordinary  watch.  Timer  should  stand  at  the  finish  line  and  start  the  race  by 
dropping  the  hand  when  the  .second  hand  is  at  60  or  another  plain  division.  Note 
the  position  of  the  second  hand  when  the  runner  crosses  the  finish  line.) 

Rules.  One  trial  only  is  allowed.  Do  not  run  the  full  distance  in  competition 
without  a  month's  preliminary  training. 

Practice  Events.  Start  and  dashes  of  20  or  30  yards ;  slow  trot  of  100  and  200 
yards  to  develop  strength  and  form. 

Note  1  :  For  scoring  the  achievements  see  boys'  and  girls'  decathlon  charts. 
Note  2 :  Indoors — practice  to  develop  a  quick  "get  away." 

(45)  Jump  and  Reach. 

Equipment.  A  yard  stick  or  rule  2  feet  long.  A  wall  or  surface  that  can  be 
marked.     Chalk. 

Rules.  The  contestant  stands  with  her  side  to  a  wall  and  marks  on  the  wall 
with  a  piece  of  chalk  the  highest  point  possible  without  raising  the  heels.  She 
jumps  with  her  side  to  the  wall  and  makes  another  mark  when  at  the  highest 
point  in  the  jump.     The  distance  between  the  marks  is  scored. 

Practice  Events.  Hopping  on  one  foot,  hopping  on  feet  alternately  and  reaching 
up  with  arms;  jumping  from  the  ground  to  a  platform  of  variable  height. 

Note  1  :  Score  the  achievement  of  the  boys  from  the  girls'  decathlon  chart. 
Note  2 :  Particular  attention  should  be  given  to  the  form  developed  and  used  in 
the  landing  after  the  jump.     Knees  should  be  bent  and  heels  off  of  the  ground. 
Knees  and  ankle  joints  should  save  the  jar  which  results  if  the  landing  is  made 
"stiff-legged"  and  "flat-footed." 

(46)  Potato  Race. 

Equipment.  Two  small  blocks  placed  34  feet  and  42  feet  respectively  from  a 
starting  point.  Blocks  should  be  placed  in  circular  areas  1  foot  in  diameter  marked 
on  the  floor  or  ground. 

Rules.     Contestant    starts    from    starting 

line,    brings    blocks   in    successively,    places  34  ft 

them   in   the   circular   area   at  the  starting  O 34  ft O         O 

line,  returns  blocks  to  original  position  and 
recrosses    starting   line.      This   process    re- 
quires two  round  trips  from  the  starting  line  to  each  of  the  two  circular  areas. 
Failure  to  place  blocks  in  the  circular  areas  invalidates  the  record.     The  seconds 
consumed  in  the  event  are  scored. 

Practice  Events.     Same  as  for  Dash. 

Note  1  :  For  scoring  the  achievements  see  boys  and  girls  decathlon  chart. 
Note  2 :  Indoor  practice — place  two  circles  5  feet  apart  and  as  many  feet  from 
starting  line  as  schoolroom  or  hallway  will  permit. 


Stait  and  Finish 


—  67  — 
(47)   Pull  Up  (chinning). 

Bquipmcnt.     Horizontal  bar. 

Rules.  Hang  from  the  horizontal  bar  with  the  hands  shoulder  width  apart,  palms 
forward,  arms  straight,  body  straight,  feet  off  the  ground.  Raise  the  body  by  the 
arms  until  the  chin  can  be  placed  over  the  bar.  Each  time  the  starting  position 
is  resumed  the  arms  must  be  fully  straightened. 

Practice  Events.  Swinging  on  the  traveling  rings;  traveling  on  the  horizontal 
ladder;  rope  climliing;  cliinliing  on  the  under  side  of  an  inclined  ladder;  any 
hanging  exercise. 

Note  1 :  Score  the  achievement  of  tlie  girls  from  the  boys'  decathlon  chart. 

Note  2 :  Indoor  practice — bars  placed  in  doorways  4  inches  from  the  top.  A 
2-inch  square  joist,  about  18  inches  long,  nailed  upright  at  the  base  of  the  door 
frame  will  make  a  convenient  step  for  the  short  pupils. 

(48)   Push  Up   (from  the  leaning  rest). 


CORR&CT.  INCORRECT* 

Hqitipmcnt.  Clean  space,  floor  or  bench.  Spread  paper  on  the  ground  to  prevent 
soiling  the  clothing. 

Rides.  Place  the  hands  on  the  ground  or  floor,  shoulder  width  apart,  extend 
the  legs  to  the  rear  (feet  together),  supporting  the  body  on  the  arms  and  toes, 
arms  straight,  body  in  one  straight  line  from  head  to  heels  (leaning  rest  position). 
Bend  arms  slowly  until  the  chest  touches  the  floor  or  ground  (the  "dip")- 
Straighten  the  arms  and  resume  the  first  position  (the  "push  up").  Hips  may  be 
slightly  elevated  to  avoid  the  swaying  back. 

Practice  Events.  Lean  against  the  wall  of  a  building  or  against  a  desk  or  other 
object,  dip  and  push  up. 

Note  1  :  For  scoring  the  achievement  see  boys'  and  girls'  decathlon  charts. 
Note  2 :  At  no  time  should  the  hips  or  knees  be  allowed  to  touch  the  floor. 

(49)   Sit  Up. 

Equipment.  Clean  space,  floor  or  bench.  Spread  paper  on  the  ground  to  prevent 
soiling  the  clothing. 

Rules.  Lie  fiat  on  the  back,  feet  held  in  position  by  a  strap  or  an  assistant.  Rise 
to  a  sitting  position  slowly,  without  jerk,  chest  leading,  head  back,  bending  only  at 
the  hips.  Resume  the  starting  position  slowly,  back  hollow,  head  back.  Arms 
should  be  placed  at  the  sides.  The  back  must  be  kept  straight  in  this  exercise. 
Discontinue  the  •exercise  when  the  abdominal  muscles  begin  to  ache. 

Practice  Events.  Lie  on  the  back,  raise  one  leg  at  a  time  to  a  vertical  position 
and  allow  it  to  sink  slowly.     Raise  both  legs  and  allow  them  to  sink  slowly. 

Note:  For  scoring  the  achievement  see  boys'  and  girls'  decathlon  charts.  See 
Health  by  Stunts :  pp.  82  and  159. 


—  68  — 

(50)   Soccer  Kick  for  Distance. 

Equipment.     Soccer  football ;  tape  measure. 

Rules.  Place  the  ball  on  the  ground.  The  ball  may  be  elevated  if  desired  by 
a  mound  of  loose  earth.  Run  and  kick  the  ball  for  distance.  Measure  from  the 
starting  point  to  the  point  wlicrc  the  ball  first  touches  the  ground  after  being 
kicked. 

Practice  Events.     All  kicking  events  and  games. 

Note  :  For  scoring  the  achievement  see  boys'  and  girls'  decathlon  charts. 

Stunts. 

See  State  Manual  of  Physical  Education,  p.  14  or  16;  pp.  43-48  or  49-54. 
See  "Health  by  Stunts,"  Pearl  and  Brown ;  Macmillan  Co. 
See  "Amateur  Circus  Life,"  Ernest  Balch ;  Macmillan  Co. 
See  "Games  for  Playground,  Home,  School  and  Gymnasium,"  Bancroft ; 
Macmillan  Co.     (Feats,  pp.  245-254;  Jumping  Rope,  pp.  117-122.) 
See  Stunts,  Spalding's  Athletic  Library,  Group  VH,  No.  302,  pp.  36-40. 

Note  1  :  The  stunts  selected  are  valuable  for  both  girls  and  boys. 
Note  2 :  A  mattress  will  prove  a  valuable  article  on  which  to  practice  the  For- 
ward Roll. 

(51)   Cart  Wheel. 


^'        iTt      lik        JS^ 

i.  Z.  3.  ^. 


1 

6. 


7.  S.  9.  10. 


Development  of  "cart  wheel"  (executed  left  or  right). 

(a)  From  position  of  attention  on  mat  jump  to  side-stride  position  (he'els  about 
one  foot  apart  sideways).  Bend  knees  deeply,  bend  trunk  to  the  left  and  forward, 
placing  left  hand  on  mat  to  the  left  and  near  left  foot  with  the  fingers  directed 
heel- ward,  right  arm  at  right  side.     (Fig.  1.) 


—  69  — 

Swing  the  right  arm  through  the  sideward  position  to  upward,  at  tlie  same  time 
spring  off  of  the  right  foot.     (Fig.  2.) 

Spring  off  of  the  left  foot  as  it  follows  the  right  foot,  the  right  hand  is  placed 
on  the  mat  about  one  foot  distance  from  the  left  hand.     (Fig.  3.) 

Alight  on  the  right  foot  to  the  right  of  right  hand.     (Fig.  4.) 

Raise  left  hand  from  mat,  carry  left  arm  to  left  side  and  place  left  foot  on  mat 
to  the  left  of  right  foot.     (Fig.  5.) 

(b)  Start  from  positions  in  which  the  knees  are  not  bent  so  deeply  until  finally 
starting  from  the  position  of  attention  and  complete  the  cart  wheel  with  straight 
legs  and  arms  throughout. 

The  "cart-wheel" — from  the  position  of  attention  on  the  mat  jump  to  a  side- 
stride  position  (heels  about  one  foot  apart  sideways)  swing  left  arm  through  the 
sideward  position  to  upward,  right  arm  remains  at  right  side.     (Fig.  6.) 

Swing  left  arm  to  sideward  position,  right  arm  to  upward  position,  bend  trunk 
to  the  left  swinging  right  leg  sideward  right.     (Fig.  7.) 

Support  the  body  weight  on  left  arm  as  left  foot  swings  from  mat.     (Fig.  8.) 

Continue  the  circle  sideways,  supporting  the  body  weight  on  right  arm.     (Fig.  9.) 

Then  on  right  leg.     (Fig.  10.) 

Then  on  both  feet.     (Fig.  6.) 

(52)  Dog  Collar.     B. 

Two  players  on  hands  and  knees  on  a  mat,  rug  or  cushion,  face  each  other  with 
about  three  feet  distance  between  them.  A  knotted  towel  or  a  strap,  or  anything 
that  will  not  chafe  or  cut  the  flesh,  is  thrown  over  both  heads  like  a  collar,  being 
long  enough  to  encircle  the  two.  The  heads  should  be  held  well  up  to  prevent  the 
collar  from  slipping  off.  At  a  signal,  the  players  pull  against  each  other,  each 
trying  to  pull  the  opponent  from  the  mat  or  to  pull  the  collar  from  around  his 
neck. 

(53)  Dog  Jump.     B. 

The  performer  holds  a  stick  horizontally  between  the  forefingers  of  Ms  hands, 
pressing  with  the  fingers  to  keep  it  from  falling.  Keeping  the  stick  in  this  position, 
he  should  jump  over  it  forward  and  then  backward.  The  same  feat  may  be  per- 
formed by  pressing  together  the  middle  fingers  of  the  two  hands  without  a  stick 
and  jumping  over  them  forward  and  backward,  as  a  dog  jumps  through  curved 
arms. 


—  70  — 
(54)  Forward  Roll— Dive   and   Roll. 


*^         _Jfci 


*.  3.  4. 


^ 


1 


ys 


5.  6.  7. 

Development  of  "front  roll"  and  "dive  and  roll"  : 

(a)  From  the  position  of  attention  on  mat,  bend  knees  deepl}^  keeping  them 
together,  place  the  hands  on  the  floor  in  front  of  the  feet  and  near  them,  fingers 
directed  forward,  arms  outside  of  knees.     (Fig.  1.) 

Fall  forward  allowing  knees  to  rest  on  mat.     (Fig.  2.) 

A  forward  turn-over  is  started  by  a  slight  push  from  the  feet  as  the  knees 
straighten  and  the  body  weight  is  received  on  the  back  of  the  neck.     (Fig.  3.) 

Keep  the  spine  rounded  out.  Try  to  avoid  touching  the  head  to  the  supporting 
surface.  The  hips  and  knees  are  flexed  as  the  turnover  is  made,  the  heels  being 
pulled  in  close  to  the  thighs.  Tlie  hands  on  leaving  the  mat  grasp  the  shins  near 
the  ankles  and  help  to  maintain  the  tightly  flexed  position  of  the  heels  against  the 
thighs.     (Fig.  4.) 

The  turn-over  is  completed  with  the  back  well  rounded  out.  Finish  in  a  crouch 
position  with  the  hands  grasping  the  shins.     (Fig.  5.) 

(b)  As  (a)   but  do  not  allow  knees  to  touch  mat. 

(c)  As  (b)  but  finish  with  a  high  leap,  body  arched  and  arms  sideward. 
(Fig.  6.) 

(d)  Precede  (b)  with  two  walking  steps,  later  witli  running  steps,  take  off 
from  either  foot. 

(e)  Execute  (b)  several  times  in  succession  with  an  intermediate  jump.  The 
roll  and  jump  should  be  one  continuous  movement. 

(f)  As  (1))  but  increase  the  distance  between  the  starting  point  of  the  feet  on 
tlie  mat  and  tlie  point  where  tlic  liands  are  placed  on  the  mat. 

(g)  As  (f)  making  a  dive  in  transferring  the  body  weight  from  the  feet  to  the 
hands  before  the  roll.     (Fig.  7.) 

(h)   As  (g)  over  1  or  more  kneeling  boys. 

(55)   Indian  Wrestle.     B. 

Two  players  lie  on  tlieir  backs  side  by  side,  with  adjacent  arms  locked.  The  feet 
should  be  in  opposite  directions.  At  a  signal  the  adjacent  legs  are  brought  to  an 
upright  position  and  interlocked  at  the  knees.  The  wrestle  consists  in  trying  to 
force  the  opponent  to  roll  over  from  his  position. 


—  71  — 

(56)  Jack  Knife.     B. 

^         J. 


1.  z. 

Bend  trunk  forward,  keeping  knees  straight,  and  place  palms  on  floor  near 
feet.  See  figure.  Rcz'crsc  jack  knife — Bend  knees  deeply,  place  hands  on  floor 
near  feet,  arms  between  knees.  Do  not  move  the  hands  or  feet.  Straighten  the 
knees.  (See  figures  1  and  2.)  Repeat  the  Reverse  jack  knife,  starting  with  the 
heels  against  the  wall. 

(57)  Knee  Dip. 


3. 


4 


4.  5. 

(a)  Stand  at  attention.  Raise  right  arm  sideward  for  balance.  Raise  left  foot 
backward  bending  left  knee,  grasp  left  foot  at  the  instep  with  the  left  hand. 
(Fig.  1.) 

Bend  right  knee  until  the  left  knee  touches  the  floor  lightly.     (Fig.  2.) 
Straighten   right  knee.     Execute  with  other  leg. 

(b)  Stand  at  attention — raise  left  knee  upward  clasping  both  hands  at  the  ankle 
of  the  left  leg.     (Fig.  3.) 

Bend  right  knee  deeply.     (Fig.  4.) 

Straighten   right  knee.     Execute  with  other   leg. 

(c)  Stand  at  attention.     Raise  left  leg  and  arms  forward.     (Fig.  5.) 
Bend  right  knee  deeply.     (Fig.  6.) 

Straighten   right  knee.     Execute  with  other   leg. 

(58)  Pick  Me  Up.     B. 

Same  as  Jack  knife,  but  before  bending  forward  stand  with  back  and  heels 
against  wall.  Pick  up  some  small  object  dropped  in  front  by  the  feet,  keeping 
back  and  heels  against  the  wall.  To  assume  the  "jack  knife"  position  twist  trunk 
to  the  left  or  right  before  bending  forward,  if  you  do  not  turn  the  trunk  you  will 
not  be  able  to  remain  against  the  wall.  Practice  picking  up  the  object  twisting  left 
and  twisting  right. 


—  72  -~ 
(59)  Pick  Up. 

1. 

(a)  Number  one  pupil  lies  on  his  back  on  the  mat;  number  two  pupil  stands  at 
his  head,  bends  forward,  clasps  both  hands  behind  number  one's  neck  and  raises 
him  to  a  standing  position.     (Fig.  1.) 

(b)  Same  as  (a)  but  clasps  hands  in  rear  of  number  one's  head  instead  of  his 
neck. 

(c)  As  (a)  but  number  one  lies  face  downward  and  number  two  clasps  his 
hand  under  number  one's  forehead. 

(60)  Wand  and  Toe  Wrestle.     B. 

Two  players  sit  on  the  floor  with  knees  bent  and  toes  touching  those  of  the 
oppon'ent.  One  wand  is  held  between  them,  which  both  grasp  so  that  the  hands 
are  placed  alternately ;  there  should  be  a  short  space  in  the  center  between  the 
hands.  The  object  of  the  tug  is  to  pull  the  opponent  up  and  over  the  dividing  line. 
This  is  an  excellent  form  of  wand  wrestle  and  will  hold  the  interest  of  a  class  for 
months,  especially  if  a  continuous  score  be  kept  for  the  same  contestants. 

Stunts  with  a  "B"  following  the  title  are  taken  from  Games  for  the  Playground, 
Home,  School  and  Gymnasium.     Jessie  H.  Bancroft. 

TEAM  GAMES. 

Sec  State  Manual  of  Physical  Education,  pp.  82-85  or  88-92,  and  pp.  141- 

168  or  151-177,  for  descriptions  and  rules. 
Sec  Bulletin  No.  31,  Physical  Training  Activities  for  Use  in  Small  Rural 

Schools,  pp.  8  and  9. 

(61)   Baseball. 

Use  Spalding's  regulation  out-door  baseball  rules,  playing  with  either  a  9-inch 
soft  ball  or  12-inch  playground  ball  and  a  small  bat.  A  hard  baseball  should  not 
be  used  unless  there  is  a  large  playground  or  unless  a  nearby  vacant  field  is  avail- 
able. 

See  State  Manual  of  Ph)  sical  Education,  pp.  143,  144  or  152,  153. 

See  decathlon  chart :  Baseball  Throw  for  Strike. 

Elements:  Practice  in  throwing,  catching,  batting  and  base  running. 

1.  Throwing  and  catching 

Between  pitcher's  box  and  all  bases ; 

Between  all  bases ; 

Between  outfield  and  all  bases. 

2.  Catching  batted  balls  at  all  bases  and  in  the  outfield. 

3.  Batting  practice :  Holding  bat ;  batting  pitched  balls  and  running  to  first  base 
against  time  or  running  all  base^  against  time.  (For  timing  see  Dash,  decathlon 
chart). 


—  73  — 

4.  Bunting  practice:  Holding  bat;  rest  of  the  practice  is  the  same  as  batting 
practice. 

5.  Fielding  and  throwing:  Catch  a  batted  ball  and  throw  to  1st  or  2d  or  3d  or 
home.  Double  play — catch  a  batted  ball  and  throw  to  2d  and  then  to  1st;  or 
throw  to  3d  and  then  to  1st;  or  throw  home  and  then  to  1st.  Catch  batted  balls  in 
the  outfield  and  throw  to  one  of  the  bases. 

(62)   Basket  Ball   (Boys). 

Basket  ball  is  a  game  in  which  children  may  easily  overdo.  The  danger  of 
strain  may  be  reduced  to  a  minimum  by  limiting  the  size  of  the  courts,  by  dividing 
the  courts  and  by  limiting  the  time  of  play. 

Suggested  size  of  court  for  elementary  schools,  35  by  60;  for  high  schools, 
SO  by  75. 

Divide  the  court  into  two  courts  by  a  line  across  tire  center  for  the  forwards  and 
the  guards.  Make .  a  third  and  separate  court  by  lines  drawn  parallel  20  feet 
from  the  center  line.  Confine  the  forwards  to  one-half  court,  the  guards  to  the 
other  half-court  and  the  centers  to  the  center  court. 

Reduce  the  total  time  of  play  and  break  up  the  playing  time  by  rest  periods 
as  follows : 

Fifth  and  sixth  grades — Four  playing  periods  of  7  minutes  each ;  rest  periods 

3-10-3  minutes. 
Seventh   and   eighth   grades — Four  playing  periods   of  8  minutes  each ;   rest 

periods  3-10-3  minutes. 
Lower  high   school — Four  playing  periods   of  8  minutes   each ;    rest  periods 

3-10-3  minutes. 
Upper  high   school— Four   playing   periods   of   10  minutes   each ;   rest  periods 

2-10-2  minutes. 

Eqidipinent.  Five  Players. 

Basket  ball  Forwards 2 

2  goals  Center 1 

Guards 2 

1.  See  time  of  play  indicated  above. 

2.  Teams  change  baskets  at  end  of  first  half. 

3.  Referee  puts  ball  in  play  by  tossing  it  up  between  centers  at  beginning  of 

halves,  after  a  goal  has  been  made,  and  after  a  dead  ball. 

4.  A  center  player  jumping  for  the  ball  must  be  in  his  own  side  of  center  circle 

and  must  first  tap  (and  then  catch  or  tap  a  second  time)  the  ball.  A  player 
must  have  one  hand  behind  him  when  jumping. 

5.  The  ball  must  be  thrown  or  dribbled  from  the  spot  where  it  is  caught,  reason- 

able allowance  being  made  for  a  man  on  the  run  catching  the  ball. 

6.  A  ball  is  out  of  bounds  when  it  has  touched  boundary  line  or  when  the  man 

with  the  ball  touches  the  line.  (The  opponent  of  the  player  who  last  touched 
the  ball  throws  it  back  into  the  field  of  play.) 

7.  A  player  may  hold  the  ball  S  seconds   out  of  bounds    (any  length   of   time 

within  bounds).  The  opposing  player,  when  guarding,  may  not  reach  over 
the  line.  A  player  returning  the  ball  should  stand  well  back  from  the  line. 
A  foul  throw  must  be  thrown  within  10  seconds  after  the  ball  is  put  on  the 
line  by  the  referee. 


—  74  — 

8.  A  "held"  ball  is  when  two  opponents  struggle  for  the  ball  or  when  one  man 

holds    ball  from    play.     Referee    tosses   ball    up    between    the    two   players 

struggling  for   the  ball.  When   both   center   men  tap   ball  outside   the   field 

the  ball  is  tlirown  up  l)ctwcen  the  two  men  nearest  tlic  point  where  it  left 
the  field. 

9.  Scoring  of  goals. 

a.  Goal  from  field — 2  points. 

b.  Goal  from  foul  or  "free  throw" — 1  point. 

f.  If  a  goal  is  missed  on  a  free  throw  tlic  ball  is  still  in  play;  if  the  goal 

is  made  the  ball  goes  back  to  the  center. 
(/.  In  case  of  a  tie  the  game  may  be  continued  until  a  goal  is  made  by  one 

side.    If  at  the  end  of  five  minutes  no  goal  has  been  made  the  game  must 

be  stopped,  the  tie  score  being  official. 

10.  fouls. 

If  a  player  con^mits  any  of  the  following  fouls  the  goal  does  not  count: 

a.  Throws  for  the  basket  when  the  ball  is  dead. 

b.  If  while  making  a  free  trial  for  goal  the  player  touches  or  crosses  the 

line  before  the  ball  has  touched  the  basket  or  backstop. 

c.  If  the  player  takes  over  10  seconds  in  making  a  free  throw. 

If  a  player  commits  any  of  the  following  fouls  the  ball  goes  to  the  opponent: 

a.  Causes  the  ball  to  go  out  of  bounds. 

b.  Carries  the  ball  into  the  court  from  out  of  bounds. 

c.  Touches   the  ball   after  putting   it   in   play  before  another  person  has 

touched  the  ball. 

d.  Holds  the  ball  over  5  seconds  out  of  bounds  before  putting  it  in  play. 
c.  Enters  the  free-throw  lane  or  touches  the  free-throw  lines  while  a  free 

throw   for  goal   is  being  made  and  before   the  ball   has   touched  the 
basket  or  backstop. 
/.  Attempts  in  any  way  to  disconcert  the  player  who  has  the  free  throw. 

For  violation  by  a  player  of  the  side  throwing  for  goal,  the  goal,  if  made,  shall 
not  count,  and,  if  missed,  the  ball  shall  be  put  in  play  at  the  center.  If  violated 
by  a  player  of  the  opposite  side,  the  goal,  if  made,  shall  count,  and,  if  missed, 
another  free  throw  shall  be  allowed. 

If  a  player  commits  any  of  the  following  fouls  the  opponent  gets  a  free  tr^"-  for 
goal.    There  are  two  classes — technical  and  personal: 

Technical  fouls. 

a.  Running  with  ball  kicking  it,  striking  it  with  the  fists. 

b.  Touching  the  ball  after  it  has  been  awarded  to  an  opponent  out  of  bounds. 

c.  Leaving  the  court  without  permission. 

d.  Interfering  with  the  player  who  is  returning  the  ball  into  the  court. 

e.  Passing  the  ball  to  a  player  while  in  the  act  of  making  a  free  throw. 

/.  Making  an  illegal  dribble.     A  player  may  use  only  one  hand  to  start  and 
continue  the  dribble. 

1.  After  starting  a  dribble  if  he  touch  the  ball  with  two  hands  simul- 

taneously he  then  must  pass  or  shoot. 

2.  Continuing  a  dribble  after  the  progress  of  the  ball  has  been  stopped 

even  the  slightest  part  of  a  second. 

3.  Batting  the  ball  in  the  air  more  than  once. 

g.  Go  on  the  court  as  a  substitute  without  reporting  to  the  referee  or  umpire. 


—  75  — 

Personal  fouls. 

In  addition  to  giving  an  opponent  a  free  trial  for  goal,  four  personal  fouls  dis- 
qualify the  player  and  he  must  leave  the  game.  Referee  may  disqualify  for  tripping, 
etc.,  and  unnecessary  roughness. 

(7.  Holds,  trips,  blocks,  runs  into,  charges,  or  pushes  an  opponent. 

b.  Uses  unnecessary  roughness. 

(Referee  may  disqualify  for  any  offense  of  a  or  &.) 

c.  Charges  in  or  makes  bodily  contact  when  two  men  are  on  the  ball.     (This  is 

the  old  two-on-one  rule.) 

d.  Charges  in  or  uses  unnecessary  roughness  or  flagrant  roughness  on  the  man 

who  is  throwing  for  the  basket.  Note — Two  free  trials  for  goals  are  given 
and  the  offender  disqualified  if  flagrant.  A  goal  made  from  the  field  also 
counts. 

Notes. 

1.  Running  with   the  ball  is   progressing  more  than   one  step   in  any   direction 

while  retaining  possession  of  ball.     (Interpret  strictly.) 

2.  A  ball  is  not  dead  when  it  strikes  an  official. 

3.  Time  is  taken  out  when  a  double  foul  is  called. 

4.  There  shall  be  no  coaching  from  the  side  lines. 

5.  On  a  "jump  ball"  players  jumping  for  ball  may  not  catch  it  until  it  has  been 

battered  by  one  of  the  jumpers. 

6.  On  the  two-on-one  rule  the  foul  is  not  because  of  three  men  but  because  of 

the  third  charging  in. 

7.  Holding  is  to  be  called  strictly.     Any  form  of  holding  should  be  called.     Call 

guarding  a  man  from  behind,  provided  he  makes  bodily  contact. 

8.  Dribbling  must  be  done  with  one  hand — not  two.     A  player  may  score  a  goal 

after  a  dribble. 

9.  Special   care   should  be  taken   to  enforce   discipline  in   the   game.     Allow   no 

roughness    or    discourtesy    to    opponents    or    officials.      Only    captains    may 
address  officials. 

10.  All  players  should  have  numbers  fastened  on  the  backs  of  their  uppers. 

11.  See  that  you  have  good  officials  and  that  they  are  strict. 

12.  Play  the  ball — not  the  man. 

Notes  for  Officials. 
Referee  : 

Watch  the  ball  and  the  men  on  the  ball. 

Umpire: 
Watch  the  men  in  the  field  who  are  not  near  the  ball. 
Call  fouls  instantly  and  give  the  penalty  for  same. 
Have  backbone  enough  to  stand  up  for  your  decisions. 

Be  so  familiar  with  the  rules  that  you  will  not  need  to  reverse  your  own  decisions. 
Explain  the  fouls — don't  lecture  the  players. 
Don't  let  the  crowd  influence  your  decisions. 
Smile — don't  frown — when  you  make   a  decision  ! 

Note  1  :  For  Rural  Schools — Nine-court  basket  ball  using  mixed  teams  of  boys 
and  girls  is  recommended.     See  rules  (66). 

Note  2 :  Goals  8  feet  from  the  ground  are  recommended  for  the  plaving  of  the 
team  game.  An  extra  goal  placed  10  feet  from  the  ground  should  be  provided  in 
order  that  the  older,  stronger  children  may  practice  throwing  goals  at  the  greater 
height. 


—  76  — 

(63)  Bat  Ball. 

A  volley  ball  should  be  used.    A  soft  12"  or  14"  indoor  base  ball  may  be  used. 

The  field:  The  field  of  play  shall  be  divided  into  two  sections  which  shall  be 
designated  as  Area  A  and  Area  B.  Area  A  shall  be  45  feet  by  70  feet,  or  a 
basket  ball  court  may  be  used  and  govern  the  size  of  Area  A.  A  post  or  other 
object  at  one  end  of  Area  A  or  a  basket  ball  goal  post  shall  serve  as  the  base,  the 
goal  line  to  be  known  as  the  base  line.  Area  B  shall  be  determined  by  a  line  drawn 
35  feet  from  the  base  line  and  parallel  to  it;  the  side  lines  of  the  basket  ball  court 
shall  be  extended  on  to  connect  with  this  line.  (Modification  of  Area  B  may  be 
made  when  necessar}',  or  Area  B  may  be  eliminated.) 

The  base  line  separates  areas  A  and  B  and  determines  the  position  of  the  base 
to  be  encircled.    The  base  must  be  in  the  center  of  the  base  line. 

The  scrznng  line  shall  be  70  feet  from  the  base  line  and  parallel  to  it,  or  shall  be 
the  opposite  goal  line  of  the  basket  ball  court. 

The  scratch  line:  (1)  Draw  a  line  10  feet  from  serving  line  and  parallel  to  it 
for  players  under  ten  years  of  age.  (2)  For  players  ten  years  of  age  and  over 
draw  a  scratch  line  15  feet  from  serving  line  and  parallel  to  it. 

Match  contests  shall  consist  of  two  out  of  three  games. 

Officials:  For  match  contests  there  shall  be  two  officials  as  follows: 

(1)  A  starter  who  shall  also  serve  as  scorer  and  referee. 

(2)  A  base  referee. 

Duties:  Both  officials  shall  watch  the  lines,  watch  the  fouls,  outs  and  hits.  The 
base  referee  moves  around  as  necessary  to  watch  the  play. 

Game:  Seven  innings  shall  constitute  a  game.  Three  outs  shall  bring  the  other 
side  to  the  battery  Silence  rules  during  school  hours  may  be  required,  the  referee 
fouling  any  player  who  violates  the  ruling. 

Number  on  team:  Seven  players  and  two  regular  substitutes  shall  constitute 
a  team.    More  or  fewer  players  may  be  used  by  mutual  agreement. 

Position  of  players;  battery:  The  players  shall  be  numbered  and  shall  take  their 
turn  batting  in  rotation,  the  next  player  being  up  in  the  change  of  inning  who 
follows  the  one  having  made  the  last  out. 

Fielders:  Fielders  shall  rotate  field  positions  with  the  change  of  innings.  Not 
more  than  two  fielders  shall  play  beyond  the  base  line  in  Area  B  at  the  same  time. 
Fielders  may  leave  areas  A  and  B  when  necessary  to  get  the  ball  and  may  run  with 
the  ball  to  the  boundary  line. 

Scoring:  Two  points  are  given  for  a  run — one  point  is  given  for  a  foul. 

Serving:  In  serving,  the  server  must  stand  with  one  foot  on  and  one  foot  back 
of  the  serving  line  and  must  bat  the  ball  with  the  open  hand,  fingers  extended.  The 
ball  to  be  fair  must  cross  the  scratch  line  and  fall  in  Area  A.  Two  trials  are 
allowed  each  player  to  make  a  "fair  hit,"  but  if  on  the  first  service  the  batter  serves 
the  ball  over  the  scratch  line  and  it  lands  outside  of  Area  A  an  "out"  is  made  by 
the  batter.  Failure  of  the  second  service  makes  an  "out'  for  trie  batter.  A  line 
ball  shall  be  a  "fair"  ball.  Not  more  than  five  seconds  shall  be  allowed  the  batter 
to  crosss  the  scratch  line  after  serving.     Failure  constitutes  an  "out." 

Runs:  Each  time  the  batter,  after  serving  a  fair  ball,  crosses  the  scratch  line, 
encircles  the  base  and  returns  to  the  scratch  line,  keeping  within  bounds  and 
without  being  struck  by  the  ball,  a  run  is  made  for  his  side — 2  points.  The  batter 
must  keep  moving  and  must  completely  encircle  the  base  before  returning  over  the 
scratch  line.  If  a  fielder  in  order  to  put  a  batter  out,  runs  toward  the  batter  and 
hits  him,  the  batter  does  not  continue  his  run,  no  out  is  made,  but  a  foul  by  the 
fielding  side  and  a  run  for  the  battery — 3  points  for  the  battery. 


Fouls:  Fouls  made  by  either  side  during  tlie  play  shall  count  as  points  for  the 
opposite  side.  Such  shall  be  noted  as  foul  runs  on  the  score  card.  Fouls  are 
given  for : 

1.  Failure  of  any  player  to  keep  silence  when  the  siknce  rule  is  in  force. 

2.  Failure  of  the  batter  to  keep  moving.     (Play  does  not  stop  unless  the  batter 

makes  the  same  foul  twice  during  his  run,  when  it  shall  be  an  "out.") 

3.  Fielders  running  with  the  ball,  bouncing  the  ball,  holding  the  ball  more  than 

five  seconds,  passing  the  ball  between  two  players  more  than  twice  in 
succession,  a  fielder  hitting  the  batter  while  the  fielder  is  running  with 
the  ball. 

4.  A   foul  is  awarded   to  the   battery  for   each   additional   fielder   over   two   in 

Area  B  at  the  same  time. 

5.  A  fielder  hitting  a  batter  before  he  crosses  the  scratch  line  after  serving.    The 

batter  continues  his  run. 

Outs:  Outs  are  made  when: 

1.  A  ball  is  caught  on  the  fly  by  a  fielder. 

2.  A  fair  ball  is  caught  before  touching  the  ground  and  not  having  touched  any 

foreign  object  other  than  the  fielders. 

3.  Failure  of  the  batter  to  encircle  and  include  the  base  when  making  the  run. 

4.  A  ball  hitting  the  runner  when  fairly  played  by  a  stationary  fielder. 

5.  The   runner   stepping  on  or  running  outside   the  boundary  lines  of  areas  A 

and  B. 

6.  The  rimner  remaining  back  of  the  base  line  more  than  20  seconds. 

Note  :  This  does  not  prevent  the  runner  from  returning  to  any  section 
of  Area  A  and  making  further  attempts  to  encircle  the  base  and  complete 
his  run. 

7.  Failure  to  serve  with  the  open  hand,  fingers  extended. 

8.  Failure  to  serve  the  ball  inside  of  Area  A. 

9.  Serving  the  ball  over  the  scratch  line  and  having  it  land  outside  of  Area  A. 

10.  Failure  to  cross  the  scratch  line  in  five  seconds  after  batting  the  ball. 

11.  Failure  to  serve  a  fair  ball  in  two  trials. 

12.  Batter  standing  still  more  than  twice  during  the  same  run. 

Practice  in  the  elements. 

1.  Bat  ball  serve;  see  girls'  decathlon  chart. 

2.  For  practice  events,  see  girls'  decathlon  chart. 

3.  Additional  practice  events  : 

(a)  Bat  and  run  around  base  and  home  against  time  (for  timing  see  Dash, 

decathlon  chart). 

(b)  Bat  and  start  running  in  opposite  direction  to  that  taken  by  the  ball. 

(c)  Catch  batted  balls. 

(d)  Jump  or  dodge  a  ball  thrown  directly  at  you. 


—  78  — 

(64)  End  Ball.* 

Equipment:  Basket  ball,  volley  ball,  indoor  baseball,  soccer  football,  stuffed 
outer  casing,  bean  bag.     Knotted  towel,  inflated  bladder. 

Playing  area:  20  ft.  by  40  ft.  or  an  increased  or  reduced  area  when  necessary 
to  make  an  interesting  game  for  available  players. 

For  all  match  games,  teams  shall  agree  on  the  size  of  the  court  and  preliminary 
practice  should  be  on  the  same  sized  court. 

NuDibcr  of  players:     2  to  20  or  more  on  a  team. 


Position  of  teams  and  suggested  rotation. 


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^ 50' > 

1,  2,  3,  and  A,  B,  C  are  end  men  and  opponents. 

1,  2,  3,  and  the  guards,  4,  5,  6,  7,  8,  and  9  belong  to  the  same  team. 

Classroom  organisation: 

If  played  in  a  class  room  with  stationary  desks,  the  opposing  e)id  men  are 
stationed  at  opposite  sides  of  the  room  in  the  aisles  next  to  the  walls.  The 
remaining  aisles  determine  the  playing  areas  of  the  guards.  The  rotation  of 
players  indoors  is  the  same  as  when  played  on  an  outdoor  court. 

Object  of  the  game: 

The  guards  on  one  side  try  to  throw  the  ball  to  one  of  their  end  men.  The 
opponents  try  to  secure  the  ball  and  throw  it  to  one  of  their  end  men. 

Scoring: 

A  score  of  one  point  is  made  if  any  end  man  with  both  feet  inside  of  his  zone 
catches  the  ball  on  a  fly  without  its  having  touched  ihe  wall  or  other  inanimate 
object. 

The  team  having  the  highest  score  at  the  end  of  the  second  half  wins. 

To  start  the  game: 

Flip  a  coin  or  other  object  to  determine  which  team  shall  put  the  ball  in  play. 
The  ball  is  put  in  play  by  one  of  the  end  men  trying  to  throw  the  ball  to  his  guards, 
who  try  to  return  it  to  him  or  to  one  of  the  other  of  their  end  men  and  so  score. 

Rotation  of  players: 

Number  the  plaj^ers  of  each  team.  Each  time  a  team  scores,  that  team  rotates, 
each  player  moving  one  place  to  a  new  position ;  one  end  man  each  time  leaves 
the  end  area,  goes  into  the  field  and  becomes  a  guard ;  a  guard  enters  the  end 
area  and  becomes  an  end  man.     Only  the  scoring  team  rotates  its  players  to  a 


"Modified  from  the  Official  Handbook  of  the  Girls'   Branch  Public   Schools  Athletic  League, 
City  of  New  York. 


—  79  — 

new  position.  The  unsuccessful  team  remains  as  at  the  start  of  the  play.  During 
the  rotation,  the  ball  remains  at  the  end  where  caught  and  is  put  in  play  by  one 
■of  the  end  men  after  the  rotation  of  players  has  been  completed. 

fouls: 

It  shall  be  a  foul  for  any  player,  guard  or  end  man  to  step  over  any  end, 
side  line  or  into  the  opponent's  territory  with  one  or  both  feet.  A  ball  so  caught 
shall  not  score. 

It  shall  be  a  foul  to  carry  the  ball.  It  must  be  thrown  from  the  place  where 
■caught. 

It  shall  be  a  foul  to  hold  the  ball  more  than  5  seconds. 

It  shall  be  a  foul  to  push  or  hold  an  opponent. 

It  shall  be  a  foul  to  snatch  or  interfere  with  the  ball  when  held  by  another  player. 

Penalty  for  foul: 

If  a  player  on  either  team  makes  a  foul,  the  ball  shall  be  thrown  to  the  nearest 
opponent  and  play  shall  continue  immediately. 

In  case  of  a  double  foul,  the  ball  shall  be  put  in  play  from  the  center  between 
2  opposing  guards  who  shall  jump  for  the  ball  and  attempt  to  tap  it  back  to  their 
teammates. 

Out  of  bounds: 

If  the  ball  is  thrown  or  rolls  out  of  bounds  on  the  side  lines,  the  nearest  guard 
gets  it  and  passes  it  to  the  nearest  guard  of  the  team  who  did  not  send  it  out  of 
bounds.     Play  continues  immediately. 

If  the  ball  is  thrown  or  knocked  out  of  bounds  at  the  ends,  the  nearest  guard 
■of  the  team  which  did  not  send  it  out  of  bounds  retrieves  it,  returns  to  his  position 
and  play  continues  immediately. 

Time  of  playing: 

The  time  of  play  for  beginners  shall  be  two  10-minute  halves  with  a  3  to  5 
minute  rest  period  between  halves;  for  experienced  players,  15-minute  halves  with 
a  3  to  5  minute  rest  period  between  halves.  The  referee  may  call  for  time  when- 
ever it  seems  wise.  At  the  beginning  of  the  second  half,  the  teams  shall  change 
goals,  players  taking  the  corresponding  positions  to  those  held  when  time  was 
•called. 

This  game  gives  excellent  training  in  handling  a  ball.  It  is  a  valuable  game  as 
■a.  preparation  for  Captain  Ball  and  Nine  Court  Basket  Ball. 

(65)  Kick  Ball. 

Number  on  team — Five  to  twelve  or  more. 

Materials — Soccer  football,  basket  ball  or  indoor  baseball;  never  use  a  volley 
tall. 

Field — Baseball  diamond  with  bases  fifteen  to  thirty  feet  apart. 

Pitcher's  box — Six  to  ten  feet  from  home  plate. 

Rules — Seven  innings  shall  constitute  a  game.  In  match  games  the  officials  may 
shorten  the  innings  to  five  or  lengthen  to  nine.  In  case  of  a  tie  the  game  is  con- 
tinued until  one  side  scores. 

The  pitcher  rolls  the  ball  to  the  batter,  who  kicks  the  ball  into  the  field. 

The  general  rules  of  baseball  shall  apply,  with  the  following  exceptions : 

1.  The  base  runner  shall  be  out  if  tagged  out  or  thrown  out  before  reaching 

first  base,  second  base,  third  base  or  home  plate. 

2.  Any  number  of  base  runners  may  be  on  each  base  at  the  same  time. 


—  80  — 

Elements:  Practice  in  throwing,  catching,  kicking  and  base  running. 

1.  Throwing  and  catching 

Between  pitcher's  box  and  all  bases; 

Between  all  bases ; 

Between  outfield  and  all  bases. 

2.  Catching  kicked  balls  at  all  bases  and  in  the  outfield. 

3.  Kicking  practice.     Kicking  a   rolling  ball  and   running  to   1st  against   time. 

(See  dash-decathlon  chart.)     Or  running  all  bases  against  time. 

4.  Fielding  and  throwing — catching  a  kicked  ball  and  throwing  it  to  1st,  2d,  3d, 
or  home. 

5.  See  decathlon  charts :  Soccer  Kick  for  Distance. 

(66)  Long  Ball. 

Bat  and  soft  ball.  In  match  games  a  soft  regulation  baseball  shall  be  used, 
unless  lack  of  ground  area  calls  for  a  larger  ball — 12-inch  playground  ball. 

The  base  shall  be  70  feet  from  the  home  plate.  This  base  may  be  placed  to 
right  or  left  of  pitcher's  position  to  avoid  collisions.  The  first  and  third  bases 
are  used  only  to  designate  and  define  "fair  area."  The  base  may  be  a  pole,  square 
drawn  on  the  ground,  etc.  The  pitcher's  box  is  40  feet  from  the  home  plate,  or 
as  agreed  upon  by  the  officials. 

For  j'ounger  children  shorten  the  distance  between  home  plate  and  base  to 
50  feet,  and  the  distance  to  pitcher's  box  in  proportion. 

Two  even  sides  of  three  or  more  players  on  a  side.  Pitcher,  catcher,  fielders. 
One  of  the'  fielders  stays  by  the  base. 

Players  must  run  to  "base"  on  anything  that  touches  the  bat — foul  tips,  fouls, 
or  fair  balls,  etc.  A  player  must  continue  at  bat  until  a  "touch"  is  made.  If  a 
foul  tip  or  foul  ball  is  made  by  the  player  he  must  run  to  the  base  and  must  remain 
at  the  base  until  a  succeeding  player  makes  a  fair  strike.  If  a  fair  strike  is  made  by 
the  player  he  must  run  to  base  and  then  run  home  if  he  can.  All  players  held  at 
base  b}^  foul  balls  may  run  home  on  any  fair  strike.  Three  outs  change  the  sides. 
Outs  are  made  by  : 

1.  Any  fly  caught. 

2.  Any  person  thrown  out  at  "base"  or  tagged  out  at  home. 

3.  Any  person  tagged  running  between  bases  or  any  person  tagged  off  at  base. 

4.  If  all  players  on  the  batting  side  are  held  at  base  this  shall  constitute  a  side  out. 

5.  Any  batter  who  "slings"  the  bat  when  starting  for  the  base. 

A  point  is  made  for  the  side  at  bat  each  time  a  batter  reaches  the  base  and 
gets  home  again  on  a  fair  hit.  Several  players  may  be  held  at  the  base  at  the 
same  time  and  all  must  wait  until  a  "fair  strike"  before  they  can  run  home  and 
score.  For  those  not  skilled  in  the  knowledge  of  baseball,  and  for  younger  chil- 
dren, 21  points  shall  constitute  the  game,  though  a  higher  score  may  be  agreed  upon. 

For  other  players,  seven  innings  shall  be  the  official  number  for  a  game.  In 
case  of  match  games  the  players  shall  not  be  less  than  five  on  a  side  and  as  many 
more  may  be  used  as  agreed  upon  by  the  captains  and  instructor. 

Elements:  Practice  throwing,  catching,  batting  and  base  running. 

1.  Throwing  and  catching  between  pitcher,  catcher  and  fielders. 

2.  Catching  batted  balls  in  the  field  of  play. 

3.  Batting  practice :  Holding  bat ;  batting  pitched  balls  and  running  to  base 
against  time:  (see  Dash — decathlon  chart)  or  running  to  base  and  back  against 
time. 

4.  Bunting  practice:  Holding  bat;  rest  of  practice  is  the  same  as  batting  practice. 

5.  Fielding  and  throwing :  Catch  and  then  throw  a  batted  ball  to  the  base  or 
home. 


—  si- 
ce?) Nine-Court  Basket  Ball  (Boys  and  Girls). 

Nine-court  basket  ball  offers  unusual  opportunity  to  use  large  groups  of  people 
in  playing  the  game  (18  to  60),  and  is  especially  suited  to  the  adolescent  girl  and 
for  mixed  groups,  as  it  offers  the  science  of  basket  ball  without  the  dangers.  This 
game  is  suggested  in  preference  to  the  regulation  girls'  basket  ball  game,  as  it 
is  safer  when  a  thorough  medical  examination  is  not  possible.  While  not  so  stren- 
uous, it  gives  the  average  girl  all  the  training  secured  in  the  regulation  game  of 
girls'  basket  ball. 

In  order  to  utilize  prevailing  space  and  markings  and  to  safeguard  one  of  the 
Tsest  features  of  the  game  (the  small  areas  to  be  covered  by  the  players),  the 
official  area  for  nine-court  basket  ball  shall  be  the  regulation  basket  ball  court, 
50  feet  by  12  feet,  with  two  basket  ball  goals  10  feet  from  the  ground  in  the  center 
of  the  short  sides  of  the  field. 

Divide  the  long  side  of  the  field  into  three  equal  parts  and  draw  lines  across 
parallel  to  the  end  lines.  Divide  the  short  sides  into  three  equal  parts  and  draw 
parallel  lines.  Number  the  courts,  starting  at  one  corner  and  numbering  around 
the  outside,  making  the  center  court  number  9. 

Teams:  Nine  on  a  team  shall  ordinarily  be  the  official  number  to  be  used,  but 
when  there  are  large  groups,  by  mutual  consent  the  numbers  may  be  increased, 
the  object  being  to  develop  the  social  and  recreational  features  and  not  champion- 
ship material. 

Clioosing  teams:  Players  are  lined  up  according  to  height,  strength,  or  playing 
ability  in  two  lines,  A  and  B,  and  are  then  numbered  1  to  9,  the  numbering  being 
repeated  until  all  couples  are  numbered.  They  then  go  to  the  court  which  corre- 
sponds to  their  number  and  become  opponents,  playing  with  their  respective 
teams,  A  or  B.  If  boys  and  girls  are  to  play  together  have  the  boys  stand  one 
behind  the  other— girls  likewise.     Do  not  have  a  girl  playing  against  a  boy. 

A— 1,  2,  3, 9.        1,  2,  3,  etc. 

B— 1,  2,  3, 9.        1,  2,  3,  etc. 

Rules:  Tlie  latest  Spalding's  Official  Basket  Ball  Guide  for  Women  shall 
govern  all  plays  except  in  the  case  of  special  rules  herein  given.  These  shall  be 
strictly  enforced  and  those  who  are  teaching  the  game  shall  make  a  careful  study 
of  the  rules  above  mentioned  and  the  special  rules  following  in  order  that  the 
instruction  throughout  the  community  may  be  uniform,  thereby  insuring  interest 
and  greater  pleasure  for  the  participants. 

Special  rules:  Time  of  playing.  Two  10-minute  halves,  with  10-minute  rest 
period  between,  shall  be  the  official  time  for  contest  games.  The  referee  may 
call  time  whenever  she  feels  it  advisable  to  do  so.  Practice  games  may  be  played 
with  three  10-minute  playing  periods,  with  5-minute  rest  periods  between  eacli 
playing  period. 

Throwing  for  goal  from  the  field.  Only  the  forwards  in  the  three  end  courts 
shall  throw  for  field  goals.  Goals  so  made  shall  score  two  points  for  the  side 
whose  basket  the  ball  passes  through. 

Free  throzv  for  a  foul.  When  free  throws,  given  for  fouls,  are  to  be  tried,  one 
of  the  center  forwards  then  in  court  number  2  or  number  6  shall  try  for  the  free 
throw.     If  successful  the  goal  so  made  shall  score  one  point. 


—  82  — 

Progression:     Players  progress  after  each  goal  made,  in  the  following  order: 

I's  into  court  2 
2's  into  court  3 


9's  into  court  1 


A'o  bouncing:  No  bouncing  of  the  ball  shall  be  allowed. 

Line  fouls:  If  a  line  foul  is  made  by  the  team  in  possession  of  the  ball  a  free 
throw  for  the  basket  shall  not  be  awarded,  but  the  referee  shall  give  the  ball  to 
a  member  of  opposite  side.  The  referee  shall  give  it  to  the  nearest  opponent 
of  the  person  who  was  in  possession  of  the  ball  at  the  time  the  line  foul  was  called. 
He  shall  have  an  unguarded  throw  to  another  player,  but  may  not  shoot  for  the 
basket  until  the  ball  has  been  caught  by  some  other  player,  when,  if  returned  and 
he  is  a  forward  in  one  of  the  three  end  courts,  he  may  shoot  for  goal.  If  not  a 
forward  he  may  not  throw  for  goal. 

If  a  line  foul  is  made  by  the  team  not  in  possession  of  the  ball  the  player  who 
has  the  ball  retains  it  and  is  allowed  an  unguarded  throw,  but  may  not  shoot  for 
the  basket  until  it  has  been  caught  by  some  other  player. 

If  a  double  line  foul  is  made  there  shall  be  a  toss-up  between  the  player  who  has 
the  ball  when  double  line  foul  is  called  and  his  nearest  opponent. 

In  case  of  more  than  two  players  in  a  court,  only  one  player  snail  guard  a 
player  of  the  opposing  team. 

Free  throw  line:     The  line  for  a  free  throw  shall  be  15  feet  from  the  basket. 

If  when  making  a  free  throw  there  are  but  two  players  each  in  courts  2  and  6, 
the  guards  shall  stand  no  closer  than  15  feet  from  the  basket  and  shall  not  inter- 
fere with  the  forward's  throw,  nor  shall  either  player  move  forward  until  the  ball 
has  entered  or  missed  the  basket.  If  when  a  free  throw  is  given  'there  are  more 
than  two  persons  playing  in  courts  2  and  6,  the  guards  and  other  forwards  shall 
stand  back  of  the  "side  dividing  lines"  nearest  the  basket,  and  none  of  the  players 
shall  move  until  the  ball  has  entered  or  missed  the  basket. 

In  case  of  eight  players  on  a  team,  eliminate  court  8  entirely  as  a  playing  area. 

In  case  of  seven  players  on  a  team,  eliminate  courts  8  and  4  or  1  and  5.  If  the 
above  ruling  is  necessary,  watch  carefully  to  see  that  the  jumping  centers  do  not 
overwork.     Health  comes  first  of  all. 

Notes. 

1.  Keep  your  eye  on  the  ball. 

2.  When  you  are  a  guard  keep  close  to  your  opponent. 

3.  When  you  are  a  forward  keep  away  from  your  opponent. 

4.  Mak-e  short,  quick  passes. 

5.  Pass  the  ball  through  the  outer  courts  as  much  as  possible. 

6.  Mixed  teams  of  boys  and  girls  of  varying  ages  can  be  used  if  the  boys  are 
kept  in  squares  by  themselves  and  play  each  other,  and  all  are  matched  according 
to  height  to  decide  their  opponents,  if  the  playing  skill  is  not  known. 

7.  Adults  enjoy  the  above  game  immensely. 

(The  foundation  for  the  above  rules  was  taken  from  Jessie  Bancroft's  "Games 
for  Playground,  Home,  School  and  Gymnasium,"  page  388.) 

Note:  Practice  events  (1).     See  boys'  and  girls'  decathlon  charts. 

(2)  Players  run  down  the  field,  passing  ball  rapidly  to  each  other. 

(3)  Players  form  in  a  circle;  as  each  passes  under  the  basket  ball  goal, 

throw  the  ball  at  the  goal.     (Practice  from  both  directions.) 


—  83  — 

(68)  Volley  Ball. 

Game:  It  shall  consist  of  21  points. 

Number  of  players:  Two  to  thirty.  For  match  games — 6  players  with  two 
regular  substitutes  on  each  team.  The  number  of  players  may  be  increased  by 
mutual  agreement  to  9  on  a  team  with  two  substitutes. 

Sise  of  Court:  Court  shall  be  25  feet  wide  by  50  feet  long,  divided  by  the  net 
into  two  equal  courts.  (For  two  or  four  players  on  a  side  reduce  the  size  of  the 
court.)  Lines  shall  be  drawn  across  the  court  two  feet  from  and  parallel  to  the  net 
on  each  side.  This  is  known  as  the  neutral  territory  and  may  not  be  entered  by 
either  team. 

For  younger  children  a  line  may  be  drawn  across  the  court,  parallel  to  the  net 
and  IS  feet  from  it.  The  space  between  this  line  and  the  rear  boundary  line  is 
to  be  used  as  the  serving  court  and  a  ball  may  be  sent  from  any  point  in  this 
serving  court.  The  service  by  a  child  from  this  area  may  be  assisted  by  one 
player. 

The  serving  line  shall  ordinarily  be  the  rear  boundary  line. 

Net:  The  net  shall  be  at  least  2  feet  wide  and  25  feet  long,  and  shall  be  sus- 
pended from  the  wall  or  from  uprights  placed,  when  possible,  one  foot  outside  the 
side  lines. 

Height  cf  net:  The  regulation  height  for  the  top  of  the  net  is  7  feet  6  inches 
from  the  ground,  but  it  may  be  lowered  to  suit  ages  of  players  to  6  feet  6  inches 
in  height.  If  the  posts  are  only  6  feet  6  inches  in  height,  the  two  foot  neutral 
territory  ruling  shall  be  enforced.  If  the  posts  allow  for  the  regulation  height  of 
7  feet  6  inches,  the  ruling  may  be  waived  upon  agreement  of  the  captains. 

Ball:  The  ball  shall  be  a  regulation  volley  ball. 

Object  of  the  game:  It  is  purely  a  defensive  and  batting  game.  The  object 
of  the  game  is  to  keep  the  ball  volleying  over  the  net  without  touching  the  ground 
or  net,  points  made  only  while  serving.  If  the  ball  batted  by  the  server  touches  the 
ground  of  the  opponent's  courts,  the  serving  side  scores  one  point.  If  the  ball  is 
returned  by  the  opponents  and  touches  the  ground  of  the  serving  side,  the  oppo- 
nents receive  the  ball  for  service  and  have  an  opportunity  to  begin  scoring  points. 

Positions  of  players:  Number  the  players  and  the  positions  and  have  them 
play  the  different  positions  by  rotation,  so  each  in  turn  plays  all  positions  in  the 
field.    Change  positions  after  each  service. 

Line  ball:  A  ball  striking  a  boundary  line  is  equivalent  to  one  in  court. 

The  server: 

(1)  Each  member  of  the  team  shall  serve  in  turn  and  may  have  two  trials  to 
get  the  ball  over. 

(2)  If  the  ball  on  the  first  service  hits  the  net  and  then  lands  on  the  ground 
and  has  not  touched  or  been  touched  by  any  member  of  the  team  it  shall  count 
as  one  trial. 

(3)  If  a  served  ball  strikes  the  top  of  the  net  and  falls  into  the  opponents'  court, 
it  shall  not  score,  but  shall  be  called  a  "let  ball"  and  the  server  has  two  more 
chances.    Three  "let  balls"  change  the  service. 

(4)  The  server  shall  stand  with  one  foot  on  the  rear  boundary  line. 

(5)  For  the  seventh  and  eighth  grade  pupils  and  high  school  pupils  the  ball 
may  not  be  relayed,  i.  e.,  assisted  during  the  service. 

(6)  The  ball  must  be  batted  with  the  open  hand,  fingers  extended.  Failure  to  so 
serve  changes  the  service. 

(7)  The  server  may  touch  the  ball  but  once  until  it  has  been  returned  by  the 
opponents. 


—  84  — 

(8)  For  beginners  the  second  service  may  be  assisted  (relayed)  once  by  one 
member  of  the  team. 

(9)  After  the  service.  Members  of  the  teams  may  touch  the  ball  not  more  than 
twice  in  succession.  Skillful  players  bat  the  ball  but  once.  Exception — "Ball  out 
of  bounds,"  see  "Volleyed  Ball,"  Rule  5. 

(10)  If  a  double  failure  to  serve  the  ball  over  the  net  is  made,  or  if  the  ball 
strikes  any  object  within  the  court  and  falls  outside,  or  if  the  ball  is  served  out 
of  bounds  crossing  the  net,  or  if  the  ball  is  knocked  out  of  bounds  by  the  serving 
side,  it  shall  retire  the  server. 

(11)  A  player  serving  continues  to  do  so  until  retired  by  failure  in  his  own 
service  or  by  loss  of  the  ball  caused  by  his  side  sending  the  ball  out  of  bounds, 
or  by  failing  to  return  the  ball  over  the  net,  or  by  the  following  fouls  made  by 
his  side : 

Catching  the  ball. 

Allowing  the  ball  to  rest  on  the  hands. 

Touching  the  net. 

Stepping  into  th'e  neutral  ground. 

Fisting  the  ball. 

Dribbling  or  pushing  the  ball. 

Serving  the  ball  with  bent  fingers. 

Volleyed  balls. 

1.  After  the  service  ball,  a  volleyed  ball  which  touches  the  top  of  the  net  and 
falls  into  eithef  court  is  rfot  in  play  but  is  returned  to  the  server  and  is  served 
again.    No  score  is  made  for  either  side. 

2.  A  volleyed  ball  hit  into  the  net  by  the  serving  side  goes  to  the  opponent — no 
point  scored — change  of  service. 

A  volleyed  ball  hit  into  the  net  by  the  receiving  side  gives  a  point  to  the 
serving  side. 

3.  After  the  service  should  the  volleyed  ball  strike  any  player  within  the  play- 
ing space  and  bound  back  into  either  court,  it  is  still  in  play.  Striking  the  wall, 
ceiling  or  trees  causes  the  ball  to  be  dead  and  it  is  re-served  or  given  to  the 
opponents. 

4.  After  the  service,  during  the  volleying,  if  the  ball  strikes  any  object  other 
than  a  player  outside  the  court  and  bounds  back  again  it  shall  not  be  in  play  and 
counts  against  the  side  which  struck  it  last. 

5.  Ball  out  of  bounds.  When  a  player  goes  outside  the  boundary  lines  in  an 
attempt  to  recover  the  ball  he  may  strike  it  not  more  than  three  times  in  returning 
it  to  the  court. 

Scoring.  Each  good  service  unreturned  by  the  receiving  side  or  ball  in  play 
unreturned,  and  each  foul  made  by  the  receiving  side,  shall  count  one  point  for 
the  side  serving. 

Fouls. 

1.  If  a  player  on  the  serving  side  touches  the  net,  fists  or  pushes;  holds  and 
bats;  dribbles;  or  allows  the  ball  to  rest  on  the  hands  and  then  bats;  steps  into 
the  neutral  territory,  it  shall  change  the  service. 

2.  When  one,  two  or  more  fouls  are  made  at  the  same  time  by  the  serving  side 
it  shall  give  the  ball  to  the  receiving  side  plus  a  point  to  the  receiving  side  for 
each  additional  foul  made. 

3.  If  fouls  are  made  during  the  volleying  by  the  receiving  side  the  play  shall 
continue  until  one  side  fails  to  return  the  ball,  when  points  made  through  fouls 


—  85  — 

shall  be  given  to  opponents.     The  serving  side  may,  or  may  not,  have  to  relinquish 
the  ball. 

4.  If  the  receiving  side  makes  any  of  the  fouls  it  shall  count  a  point  for  the 
serving  side. 

5.  If  both  sides  touch  the  net  simultaneously  the  ball  shall  be  declared  out  of 
play  and  shall  be  served  again  by  the  serving  side. 

6.  No  player  may  bat  the  ball  more  than  twice  in  succession  while  within  the 
boundaries  of  the  court. 

7.  Xo  player  may  serve  with  the  fingers  bent. 

8.  Any  pla}'^r  except  the  captain  addressing  the  umpire  or  making  any  remarks 
to  or  about  him  or  any  of  the  players,  or  any  player  kicking  the  ball  may  be 
disqualified  and  his  side  compelled  to  play  the  game  without  him. 

9.  No  player  shall  be  allowed  to  strike  the  ball  while  supported  by  any  player 
or  object,  but  must  strike  it  while  on  the  floor  or  while  jumping  up  unassisted. 

Helps  in  playing  the  game. 

1.  In  volleying  strike  the  ball  with  both  hands. 

2.  Look  for  uncovered  space  in  the  opponents'  court  and  send  ball  there. 

3.  Play  together ;  cover  your  own  space. 

4.  Pass  from  one  to  another  when  possible. 

5.  Watch  the  play  constantly,  especially  the  opponents. 

6.  A  player  should  be  able  to  cover  10  feet  by  10  feet  of  floor  space. 

7.  Keep  your  eyes  on  the  ball. 

Elements:  Practice  in  batting  and  placing  balls. 

1.  Players  stand  at  irregular  distances  from  each  other;  using  both  hands,  keep 
the  ball  in  the  air  passing  it  from  player  to  player,  score  the  number  of  times  the 
ball  is  passed  from  player  to  player.     Score  against  time. 

2.  A  team  on  each  side  of  the  net.  (a)  Serve  the  ball  over  the  net  in  quick 
rotation  (no  "volleying,"  no  scoring),  (b)  "Volley  the  ball"  back  and  forth  over 
the  net  (no  serving,  no  scoring). 

-     3.  Throw  the  ball  high-  in  the  air  and  jump  to  reach  it,  batting  it  over  the  net. 
4.  See  Volley  Ball  Serve — Girls'  decathlon  chart. 


Note  1  :  Net  Ball.  Materials :  Basket  ball,  soccer,  volley,  indoor  ball  or  bean 
bag ;  volley  ball  net  or  rope.  The  same  as  volley  ball  except  the  ball  is  caught  and 
thrown,  tjse  volley  ball  rules.  This  game  leads  up  to  the  more  difficult  game  of 
volley  ball  and  should  be  used  by  all  groups  before  attempting  volley  ball. 

Note  2 :  For  beginners  use  the  less  difficult  form  of  volley  ball  known  as  "net 
ball."  The  ball  is  thrown  and  caught  instead  of  being  batted.  Use  volley  ball 
rules. 

Note  3 :  If  played  in  a  classroom  use  a  zephyr  play  ball  or  light  gas  ball  or  play 
"net  ball,"  using  bean  bag,  gas  ball,  knotted  towel  or  bag  filled  with  cotton. 

Note  4 :  The  use  of  Spalding's  rules  for  volley  ball  is  not  recommended  for 
elementary  schools  and  they  should  not  be  used.  They  have  been  developed  for 
the  use  of  adults  and  do  not  meet  the  best  educational  needs  of  younger  children. 


Index  of  Activities. 


^V   ♦  T. 


4. 
5. 
6. 
7. 
S. 
I). 
10. 

1. 


14. 
15. 

■^(>. 
17. 


•23. 
24. 

2(1 


Page 

Posture  instruction 13 

Two   six'cimen    drills    for    the    in- 
struction period 24 

Balloon   ball    35 

Ball   puss   35 

Ball   stand   30 

Bean   bag  circle  toss 3G 

Bird    catcher 37 

Catch   the  cane 37 

Center  catch    (touch)    ball 38 

Chicken   market   38 

Circle  seat   relay 39 

Crossing   the   brook 39 

Dare  base 39 

Dodge  ball 40 

Duck   on   the   rock 40 

Farmer    is    coming 41 

Flowers   and   the   wind 41 

Hand  over  head  bean  bag  (relay)   42 

I   say    "Stoop" 42 

Jumping    relay 42 

Midnight    43 

Oyster   shell    43 

rig  in   a   hole 44 

Prisoner's  base 45 

Schoolroom  dodge  ball 45 

Shadow  tag 46 

Stealing   sticks   46 

Step    47 

Tag    the    wall    (relay) 47 

,  Three    deep    4S 

.  Bean    (Pease)    Porridge   Hot 49 

,  Bleking     50 

.  Carrousel     5- 

Danish   Dance  of   Greeting 54 


35. 
36. 
37. 

38. 

39. 

40. 

41. 

42. 

43. 

44. 

45. 

46. 

47. 

48. 

49. 

50. 

51. 

52. 

53. 

54. 

55. 

5(5. 

■57. 

58. 

59. 

60. 

61. 

62. 

63. 

(34. 

65. 

66. 

67. 

68. 


Page 

Did  You  Ever  See  a  Lassie 56 

How  D'ye  Do,  My  Partner 57 

The   Jolly   Miller 58 

Looby    Loo   59 

Nixie   Polka    60 

Oats,  Peas,  Beans 61 

Seven    Jumps    62 

Baseball    throw    for    "strike" 65 

Basket  ball  pass  for  accuracy (55 

Dash    66 

Jump  and  reach 66 

Potato    race    66 

Pull   up    67 

Push    up    67 

Sit   up   67 

Soccer  kick   for  distance 68 

Cart   wheel    68 

Dog  collar 69 

Dog  jump   69 

Forward    roll — dive    and    roll 70 

Indian    wrestle    70 

Jack  knife 71 

Knee  dip 71 

Pick  me  up 71 

Pick   up    J^-^ 

Wand  and  toe  wrestle 72 

Baseball    72 

Basket  ball    (boys) "3 

Bat    ball    'i^ 

End    ball    "^^ 

Kick  ball "^9 

Long  ball 8^ 

Nine-court   basket   ball 81 

Volley   ball    8^ 


^4136      1-2: 


4M 


UNIVERSITY  OF  CALIFORNIA  LIBRARY 
BERKELEY 

Return  to  desk  from  which  borrowed. 
This  book  is  DUE  on  the  last  date  stamped  below. 


Feb25* 


NOVlS  1993 


RtCtlVhU 


CIRCULATION  DEPT. 


LD  21-100m-ll,'49(B7146sl6)476 


GAYLAMOUNT 
PAMPHLET  BINDER 

ManufaclurtJ  hg 
©AYLORD  BROS.  Inc. ; 
'         Syracuse,  N.  Y. 
Stocltop    " 


^D  0650 


U.C, BERKELEY L 


CDMbDEfi 


^-3  7  (^3S 


